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UNITED STATES OF AMERICA. 



CALIFORNIA .STATE SERIES OF SCHOOL TEXT- BOOKS. 



Lessons in Language. 



COMPILED UNDER THE DIRECTION 



JSTATE BOARD OF EDUCATION. 




sacramento, california. 
Printed at the State Printing Office. 






Entered according to Act of Congress in the year 1889, 

By Robert W. Waterman, Ira G. Hoitt, Charles H. Allen, Ira More, and 
Edward T. Pierce, 

STATE BOARD OF EDUCATION 

Of the State of California, for the People of the State of California. 



PREFACE. 



Oral Language Lessons. — The study of Language by means of 
conversational lessons should be the first school work. Through 
this, the teacher gains the children's love and confidence, as well 
as a knowledge of individuals which nothing else gives. The little 
ones are at first timid. Talk with them, not to them, about the 
interesting things of home life with which they are familiar. Their 
toys, their pets, and their games can at first be taken, the teacher 
by her enthusiasm and interest encouraging the timid, and winning 
the hearts of the unruly. 

Do not attempt to impart knowledge, but simply have the chil- 
dren tell what they already know. Eemember that your first work 
is to lead them to talk freely and fluently. To accomplish this, 
do not criticise errors of speech, or confuse them by interrupting 
or demanding complete sentences. Occasionally restate pleasantly 
and unobtrusively, in correct language, what has not been well 
stated. 

The chief reason why children are so universally reticent in ex- 
pressing their thoughts at school, is because accuracy has been 
made to precede fluency, and the fear of not saying things in the 
right way keeps the child from saying them in any way. 

Tact and a clear appreciation of the main object to be attained 
will make this work not only invaluable as language teaching, but 
an auxiliary to all other teaching and training. 



TABLE OF CONTENTS. 



Part I. Exercises in Language. 

PAGE. 

The Statement 7 

The Question 10 

Names - 13 

Special Names 15 

Initials 17 

The Words I and 19 

Written Review 20 

Days of the Week 20 

Use of the Comma 22 

Combining Statements 23, 67 

Attention Words 25 

The Command 26 

The Sentence 27 

The Request 27 

Is— Are 28 

The Paragraph 30, 37 

Was— Were 31 

Holidays 32, 38 

Has— Have 33 

Written Review 33 

One or More than One 34, 40 

Writing from Pictures 41, 47, 59, 65 

Saw, seen— Did, done— Went, gone 42 

The Stanza 43 

Using Past and Perfect forms of Verbs 44 

The Months 45 

Dates 46 

Titles of Persons 48 

Letter Writing 49, 55, 60, 63, 67, 73, 77, 79 

Dictation 49 

I, me— He, him— She, her 50 

Combining Sentences 51 

Paraphrasing 52 

Like— Love 55 

Possessive Forms 56 

These— Those— Them 60 

Asking and Giving Permission 61 



CONTENTS. 

PAGE. 

Sit— Set 62, 64, 78 

Teach— Learn 68 

Quotation Marks 69 

Sentence Building 73 

Word Pictures 75 

Lie— Lay 75 78 



Composition Lessons. 

Descriptive Composition 83 

Narrative Composition 86 

Imaginative Composition 91 



Part II. Parts of Speech and Analysis. 

Names and Words that Stand for Names 98 

Words that State 102 

Words that Ask 103 

Words that Command 104 

Words that Describe 107 

Words that Limit 108 

Adjective Phrases Ill 

Adjective Clauses 113 

Words that show " how " 116 

Words that show " where " 116 

Words that show " when " 117 

Words that show " how much " 118 

Adverbial Phrases 120 

Adverbial Clauses 122 

Words that Join 125 

Words that Join by Showing Relation 127 

Emotion Words , 129 

Review of Parts of Speech 131 

Words as Different Parts of Speech 132 

Kinds of Sentences 134 

Predicate 135 

Subject . 135 

Compound Predicate and Subject 139 

Modified Predicate 140 

Modified Modifiers 143 

Qualified Subject 144 

The Object Complement 147 

The Attribute Complement 149 

Position of Modifiers 151 

Review of Sentences 153 

Constructing Sentences 154 



PART I. 



NOTE. 

The oral exercises in this book are merely suggestive, and should 
be changed and extended to meet the needs of each class. 

The very nature of the work, depending as it does upon the en- 
thusiasm and ingenuity of the teacher, makes it impossible to plan 
complete oral lessons. 

In everything developed by the teacher, the blackboard should 
supplant the book, and every device should be used to vary and 
enliven the work. 

The oral Lessons of the book should be carefully studied by the 
pupil, that he may give thoughtful answers. 

Supplement the lessons given by similar ones, in order to give 
the children sufficient drill. 



Lesson 1. 

The Statement. 




oral exercise:. 

[Develop the idea of the Statement, from the following lesson, 
and teach the term. After the children have answered the ques- 
tions, let the teacher select some of the best statements and write 
them on the board for the class to read. Write the term, State- 
ment, and teach how to spell it.] 

1. What is the little girl doing? 

2. W 7 here is she sitting? 

3. What shall we call her, Alice or May? 

Tell all that you have said 'about Alice. 

4. What else do you see in the picture ? 

5. Who gave the doll to Alice? 

6. Tell the doll's name. 

7. Say something about the doll. 

8. Say or state something about the basket. 

9. State the number of things in the basket. 
10. Where do you think Alice's thimble is? 



8 EXERCISES IN LANGUAGE. 

11. Of what use are the scissors? 

12. Who taught Alice how to sew? 

13. Why do you think she is trimming a hat? 

14. What does she wear on her feet ? 

15. What do you think she has on her head? 

16. State what you think is the color of her dress. 

17. Where do you think Alice and her doll are going 
when the hat is done ? 

18. Repeat, for me to write on the board, a statement 
made about Alice. 

19. What statement was made about the basket? 

20. What was said about the doll ? 

Lesson 2. 

Use of Capital and Period. 

[The teacher should put these statements on the board and, after 
developing the use of the capital letter and period, have children 
copy for study work.] 

1. This little girl is trimming a hat. 

2. We will call the little girl, Alice. 

3. Alice is sitting on the rug. 

4. I see a doll and a basket. 

5. Grandma gave Alice the doll. 

6. The doll's name is Bess. 

Look carefully at the first word in each of the statements 
you have copied. 

With what kind of letter does each statement begin ? 
What do you see at the end of each statement? 

Write the folloiving Statements, filling the blanks, and begin 
each with a capital letter, and end it with a period: 

1. sun rises in the morning 

2. children enjoyed the picnic 

3. came home at sunset 



THE STA TEMENT. 9 



How should a statement begin? 
How should a statement end ? 



Lesson 3. 
Practice ox Statements. 

ORAL EXERCISE. 

[Let the pupils study these directions and questions before reeh> 
ing. In class the questions may be asked by either teacher or 
pupils, using books at option. The answers are to be in complete 
sentences.] 

1. State your teacher's name. 

2. State one thing she does in the morning. 

3. How many pupils in your school? 

4. When do you study your reading lesson? 

5. Where do you eat your lunch ? 

6. State one game that you play at recess. 

7. When do the boys fly kites? 

8. Make a statement about your school house. 

9. How many windows has your school room? 

10. Tell something about the boy who sits next to you. 

11. Give the names of two things which you saw on your 
way to school. 

12. Make a statement about each of them. 

13. Why do you like to come to school? 



Lesson 4. 

WRITTEN EXERCISE. 

[The teacher may write five of the best answers to questions in 
Lesson 3 on slips of paper or on the blackboard for class to copy.] 

SUMMARY. 
Memorize : 

To STATE means to SAY or TELL. 

A group of words which says or tells something is a STATEMENT. 
A Statement should begin with a capital and end with a period. 



10 



EXERCISES IN LANGUAGE. 

Lesson B. 

The Question. 




oral, exercise:. 

[Develop the idea of the Question, from the following lesson, and 
teach the term.] 

1. Say something about the boy. 

2. Ask something about the boy. 

3. Tell me what the dog and cat are doing. 

4. Ask something about the dog. 

5. Ask two things about the cat. 

6. Ask two things about the house. 

7. Ask a question about the cart. 

8. Ask another question about the picture. 

9. Tell me what the following sentence does: 
The cat does not like to pidl the wagon, 

10. What does this sentence do: 
Of what is the harness made ? 

11. Which of the following sentences is a statement, and 
which is a question: 

1. The boy has a whip. 

2. What does the cat do? 



the question. 11 

Lesson 6. 

WRITTEN EXERCISE. 

Copy these questions: 

1. What do you think of this team? 

2. Which one does not like to pull? 

3. With what does the boy guide them? 

4. Why do you think the boy does not ride? 

5. Where do you think the boy wants to go ? 

Look carefully at each question that you have copied. 

With what mark does each question end? 
How does each question begin? 

SUMMARY. 

Memorize : 

A Group of Words that asks something is a QUESTION. 
A Question should begin with a capital and end with a question 
mark. 



Lesson 7. 

WRITTEN EXERCISE. 

Copy the following , and close each with the proper mark: 

1. Are those boys going home 

2. Who has seen my hat 

3. Where did you find those flowers 

4. Is Emma studying her lesson 

5. What is the name of that boy 

Copy thefolloiving, and close each with the proper mark: 

1. Sara has a new book 

2. Do the stars shine at night 

3. Can those birds fly very high 

4. Our books are all lost 

5. Which way did Phebe go 



12 



exercises in language. 
Lesson 8. 

WRITTEN EXERCISE:. 




[These lessons may be varied by writing each word on a slip of 
paper and giving the words of one group to a pupil to be arranged 
in statements or questions ; the words of another group to another 
pupil, and so on.] 

Make questions of these words: 

1. many do birds how see you 

2. boat does the boy the row 

3. little swim can the dog 

4. girl head her what the on has 

5. holding girl the her dog is 

Make statements of each of these groups of words, then make 
a question of each: 

1. in are a boat children these 

2. row boat the boy the can 

3. holding girl the her dog is 

4. fine having they time are a 

5. an in has hand the each oar boy 



NAMES. 

Lesson 9. 

Names. 



13 




oral exercise:. 

[Let the teacher write names on the board as they are given in 
answer to the questions below. The lesson should be supple- 
mented by exercises on names of objects in the school room, articles 
of dress, tools, furniture, etc.] 

1. Give the names of four animals that you see in the 
picture. 



14 EXERCISES IN LANG UA GE. 

2. Who has the pail? 

3. What has the girl in her hand ? 

4. What do you think the doves are eating? 

5. What is the ax lying against ? 

6. In what does the man live ? 

7. In what does the horse live ? 

8. What is the man taking to the horse ? 

9. From what is the goat drinking ? 

10. Name five more things that you see in the picture. 



Lesson lO. 

WRITTEN EXERCISE. 

Copy these sentences on paper, and fill the blanks with 
names from the picture in Lesson 9: 

1. The are feeding the . 

2. I see a in the . 

3. A is by the . 

4. The has a — — in her — — . 

5. The is very large. 

6. Is the drinking ? 

7. Where is the ? 

8. Do the eat out of the ? 



Lesson 11. 

Change these questions to statements, using the same words. 
Write each statement very carefully. 

1. Have you a new T book? 

2. Can the boys play marbles at recess? 

3. Has my dog a brass collar? 

4. Is there a fly on the window? 

5. May Jessie go to church with me? 

6. Are sweet apples good to eat ? 



SPECIAL NAMES. 

7. Must we drive the cows home ? 

8. Should boys be kind to their dogs ? 

9. Was the tramp sent to jail? 



15 



Lesson 12. 

Special Names. 




ORAL EXERCISE. 

[The teacher should write all names on the blackboard, as they 
are given, and call attention to capitals in special names. Many 
additional special names should be given, and written for the class 
to see.] 

Class read this lesson aloud: 

Ned and Rover have come out to the field to see the man 
plow. The man is James Black, and he calls his horse 
Dick. While James was letting Dick rest in the shade, 
Ralph Payne rode up and asked the way to Stockton. It 
is nearly noon, and I think Rover and Dick want their 
dinners. 

2— LL 



1 6 EXERCISES IN LANG UA GE. 

Find all the names in the first statement. 
What is the boy's own or special name? 
Give the special name of the dog. 
Tell me all the names in this story. 
Which ones are special names ? 
How do all the special names begin ? 



Lesson 13. 

WRITTEN EXERCISE. 

1. Write your own name. 

2. Write the names of five of your schoolmates. 

3. Write your teacher's name. 

4. Write the name of the nearest town. 

Fill each of these blanks with a special name: 

1. and live near their cousin . 

2. caught a large yellow butterfly. 

3. and have gone to visit their grandmother. 

4. calls her doll . 

5. and are high mountain peaks. 

6. and were famous generals. 

7. Give and some candy, . 

8. and met and at church. 



9. Will Mr. ; give a ride. 

10. May and visit you at . 

11. is a better dog than . 

12. is fifty miles from . 

[For variety the children may fill blanks with names beginning 
with the same letter, as : Anna and Arthur live near their cousin 
Alice; or, Bessie and Bertha live near their cousin Ben.] 

SUMMARY. 
Memorize : 

The special name of a person, place, or thing should begin with a 
Capital. 

Always mention the capital in spelling orally a special name. 



initials. 17 

Lesson 14. 

Initials. 

oral exercise:. 

[Use the name of some child in the class instead of the one here 
given. Carefully develop each step upon the blackboard, as given 
in the lesson.] 

1. Mary Agnes Hill. 1. Frank Henry Cross. 

2. Mary A. Hill. 2. Frank H. Cross. 

3. M. A. Hill. 3. F. H. Cross. 

4. M. A. H. 4. F. H. C. 

In how many ways is the first name written? 

In the second way, what takes the place of the name 
Agnes ? 

What takes the place of the name Mary in number 
three? 

How is each part of the name shortened in number four? 

State the different ways of shortening the second name. 

What mark do you find after each initial ? 



Lesson 15. 

WRITTEN EXERCISK. 

Shorten each of these names in three ways: 

1. Walter Carl Morris. 3. Mary Mapes Dodge. 

2. James Foster Kendon. 4. Helen Scott Parsons. 

Each person should have one way only of signing his 
name. This is called his signature. 

Write your own signature very carefully, also what your 
father writes as his signature, and what your teacher writes 
as her signature. 

SUMMARY. 

Memorize: 

The first letter of a name is called an INITIAL. When an initial 
is used instead of a name, it is followed by a period. 

Each person should have one way only of writing his signature. 



18 



exercises in language. 

Lesson 16. 
Making Statements. 




WRITTEN EXERCISE. 

[Let the pupils prepare this lesson without assistance, and take 
work to class for comparison and correction.] 

Write answers to these questions: 

1. What is the dog doing? 

2. Where is the cat? 

3. What is the boy doing with his hands? 

4. What is near the house ? 

5. Where is the boy's hat? 

6. Where do you think the boy lives ? 

7. What do you think his name is? 

8. What has the dog on his neck? 

9. What do you think is the dog's name? 

10. Why is the cat in the tree? 

11. Can the dog climb the tree? 

12. Why can a cat climb a tree better than a dog? 

13. Do you think the house is in the country or in town? 



the words i and 0. 19 

Lesson 17. 
The Words / and 0. 

ORAL EXERCISE. 

Answer in complete sentences: 

1. What is your name? 

2. Where do you live ? 

3. How old are you? 

4. What did you eat for your lunch? 

How many times did you use your own name in answer- 
ing these questions? 

What word did you use in place of your own name? 

How is the word / written in each of the following state- 
ments : 

1. How ardent I seized it. 

2. Come, and I will show you what is beautiful. 

3. I see! I see! said the little man, I see! 

How is the word written in each of the following state- 
ments: 

1. O how beautiful is the summer night. 

2. It snows, cries the widow, God. 

3. Exult, then, Sun! in the strength of thy youth. 

How are the words I and written in your Reader ? 

Lesson 18. 

WRITTEN EXERCISE. 

1. Use the word I in making five statements about things 
you can hear. 

2. Use the word / in asking five questions about things 
you would like to do. 

3. Make five statements using the word 0. 

SUMMARY. 
Memorize : 

The words I and should be Capital letters. 



20 exercises in language. 

Lesson 19. 
Written Review. 




1. Write three questions about this picture. 

2. Write answers to your questions. 

3. Write the special names of the boy and the dog. 

4. Write the special name of the town in which you 
think the boy lives. 

5. Write the initials of the boy's name. 

6. Make a statement and a question of this group of 
words: 

teaching hunt to hoy the his stick dog is the 



Lesson 20. 
Days of the Week. 

oral exercise. 
[Give thorough drill on the spelling and pronunciation of these 
names.] 

1. What day do we go to church? 

2. On which day of the week is there no school? 

3. Name all the school days. 



DAYS OF THE WEEK. 21 

4. How many days in the week? 

5. Name them. 

6. What day is called the "day of rest?" 

7. Tell something about Monday. 

8. Make a statement, using the names of three days of 
the week. 



Lesson 21. 

WRITTEN EXERCISE. 

[Let the children read this aloud before answering questions.] 

Seven days with sunshine laden 
For each little man and maiden; 
Seven days with pleasure rife, 
These make up the children's life. 

Sunday bonny, blithe, and gay, 

Drives all wicked sprites away; 

Monday dawns a trifle blue, 

Tuesday wears a brighter hue; 

Wednesday's full of fun and merry, 

Thursday grumbles— I'm sorry — very; 

Busy Friday likes to work, 

But naughty Saturday's a shirk. 

Answer each of these questions by writing one name: 

1. Which is the lazy day? 

2. Which day is merry and full of fun ? 

3. Which is the good day ? 

4. Which day likes to work? 

5. Which is the grumbling day? 

6. Which day feels sad ? 

• 7. Which day have you not yet written ? 

8. Write these names again in their proper order. 

SUMMARY. 
Memorize : 

The names of the days of the week should always begin with Capi- 
tals. 



22 exercises in lang uage. 

Lesson 22. 

Use of the Comma. 

oral exercise. 

1. Peaches, plums, and grapes grow in California. 

2. Horses, cows, and sheep eat grass. 

3. The farmer uses a Aoe, a rake, a spade, and a _p?ow. 

4. Susan, Ella, Robert, and Dan have gone to the coast. 

In the first sentence what three things are mentioned 
one after another ? In the second ? 

How many things are so mentioned in the third state- 
ment? In the fourth? 

By what mark are these words separated in the first 
statement ? 

Look closely at the other statements, then tell what 
marks you find and how they are used. 

SUMMARY. 
Memorize : 

Three or more things mentioned one after another make a SERIES. 
The words in a series are separated by commas. 



Lesson 23, 

WRITTEN EXERCISE. 

Fill these blanks with series of words: 

1. , , and are green. 

2. , , and are writing letters. 

3. , , and are useful animals. 

4. Lambs , , and . 

Use each of these series of words in a question: 

1. roses, pinks, violets, and daisies. 

2. robins, linnets, and swallows. 

3. run, jump, and play. 

4. Monterey, Gilroy, and Oakland. 



COMBINING STATEMENTS. 23 

Select the series in each of these statements and questions, 
and write it by itself: 

1. Pens, pencils, books, and slates are used in school. 

2. Millie can read, spell, write, and sing. 

3. Do boys like tops, marbles, and kites? 

4. Lily, Add, James, Fred, and Harry are at grandma's. 

5. Where are father's hat, coat, and cane ? 



Lesson 24. 

Combining Statements. 
oral exercise. 

I like peaches. I like grapes. 

I like cherries. I like apples. 

How many times have we used the w T ords / like in these 
four statements? 

Tell these four things in such a way that we need not 
say / like more than once. 

What new word have we put in this statement? 
Give the statement, using and only once. Which sounds 
better? 

How many names have we in our statement? 
What do we call several names mentioned one after 
another? 

Make one statement of each of the following pairs of state- 
ments: 

1 ( The elephant has a trunk. 

(The elephant has tusks, 
o (Ferns grow in the woods. 

(Wild flowers grow in the woods, 
o (The grocer sells tea. 
' (The grocer sells sugar. 

a ( Lucy has a dog. 
( Lucy has a cat. 



24 



EXERCISES IN LANGUAGE, 



5. 



J Farmers sow wheat. 
(Farmers sow barley. 



Lesson 25. 

WRITTEN EXERCISER. 

Make one statement of each of these groups, and use the 
comma when needed: 



rrn The girl has a kitten. 




The girl has a ball. 
The girl has a book. 
The girl has a stool. 



I see a fox. 
I see a house. 
I see a box. 
I see a post. 
I see a chain. 





This is a picture of a boy. 



This is a picture of a hoop. 



This is a picture of some trees. 



ATTENTION WORDS. 



25 



The chicken eats wheat. 
The chicken eats corn. 
The chicken eats barley. 
The chicken eats worms. 




Lesson 26. 

Attention Words. 

oral exercise. 

1. Albert, did you bring in the wood? 

2. I am going to the orchard, Alice. 

3. I will go with you, Harry, if father is willing. 

What word in number one calls the attention of the per- 
son spoken to ? 

Whose attention is called in number two? 

Give the attention word in number three. 

Read each without the attention word. 

By what mark are the attention words separated from 
the other words ? 

Supply attention words in the following: • 

, where are the flowers ? 

James has a new foot-ball, . 

Will you sing, , if I will play for you? 

, and , do you wish to ride with me? 



Lesson 27. 

WRITTEN EXERCISE. 

1. Write three questions with an attention word at the 
beginning of each. 

2. Make two statements and put an attention word at the 
end of each. 



26 EXERCISES IN LANGUAGE. 

3. Write this statement three times, putting an attention 
word in a different place each time: 

It is raining so hard that I cannot go out to play. 



Lesson 28. 

The Command. 

ORAL EXERCISER. 

1. You are carrying my basket, John. 

2. Will you carry my basket, John? 

3. John, carry my basket. 

Which group of words is a question ? Which group is a 
statement? Which one tells or commands John to do 
something? 

You may tell or command some one to: 

1. open the door. 3. put the book on the table. 

2. shut the window. 4. feed the canary. 

Give three other commands. 

How does the command begin and end ? 



Lesson 29. 

WRITTEN EXERCISE. 

Make commands of these words. When the attention words 
occur, separate them from the rest of the command by commas: 

1. pretty come bird here 

2. Sarah man the poor help 

3. beautiful George the water roses 

4. stairs walk up the softly Mary 

5. playmates to all your kind be 

6. you to all I fast give hold 

7. walk not do mother fast so 

8. the while shines sun make hay 

9. still be baby 



THE SENTENCE. 27 

10. me wait for Rachel do 

SUMMARY. 
Memorize : 

A group of words that tells or commands something to be done is a 
COMMAND. 

A Command begins with a Capital and ends with a period. 



Lesson 30. 

The Sentence. 




V^RITTEN EXERCISE. 

Write four questions, four statements, and two commands 
about this picture. 

SUMMARY. 
Memorize : 

A statement, a question, or a command is called a SENTENCE. 



Lesson 31. 

The Request. 

ORAL EXERCISE. 

1. Tie my hat. 2. Please tie my hat. 

3. Please tie my hat, mother. 



28 EXERCISES IJST LANG UAGE. 

Which of these sentences do you like best? 
Why do you like it? 

What word makes the second sentence better than the 
first? 

What other word is added in the third ? 

You may change these sentences to better forms by using 
please and an attention word. 

1. Give me a flower. 

2. Will you sing for me ? 

3. Sit down. 

4. Will you bring in some wood ? 

5. Hand me the book. 

6. I would like to borrow your hoe. 



Lesson 32. 

WRITTEN EXERCISE. 

Make complete sentences by putting each group of words in 
column one with each group in column two. 

1. 2. 

Please help me lift this box. 

Will you be kind enough to pass the potatoes. 

Will you please let me ride to town. 

Will you kindly put down the curtain. 

Please be kind enough to let me read your paper. 

Will you be so kind as to allow me to pass. 



Lesson 33. 

Choice of Words. 
is are 

ORAL EXERCISE. 

1. Say something about one girl and use is to do it. 

2. Say something about more than one girl and use are. 



IS— ARE. 29 

3. Use is to ask about a pencil. 

4. Use are to ask about several pencils. 

5. When more than one was spoken of, did you use is 
or are? 

6. When do you use is? 

7. When do you use' are? 

Fill these blanks with is or are. 

1. The horse black. 

2. The children asleep. 

3. The birds happy. 

4. The pictures pretty. 

5. The rose and the violet sweet, 

■ 6. Joe and Nell brother and sister. 

7. there any letters for me? 

8. Where my hat and cape? 



Lesson 34. 

WRITTEN EXERCISE. 




Combine each of 
the following groups 
into one sentence, 
changing is to are 
when more than one 
is spoken of Use commas correctly. 



30 EXERCISES IN LANGUAGE. 

The cow is in the pasture. 
The calf is in the pasture. 
The dog is in the pasture. 

Is the cow afraid of the dog? 
Is the calf afraid of the dog ? 

There is a man in the picture. 
There is a house in the picture. 
There is a dog in the picture. 

Where is the dog? 
Where is the calf? 
Where is the cow? 

Grass is growing in the field. 
Flowers are growing in the field. 
Trees are growing in the field. 

The grass is green. 
The trees are green. . 

Is the cow gentle ? 
Is the calf gentle ? 



Lesson 35. 
The Title and Paragraph. 

oral exercise. 

[This lesson should be supplemented by dictation and by copy- 
ing lessons from Readers. When children are thoroughly familiar 
with paragraphing, the numbers may be omitted in their written 
work.] # 

Playing Horse. 

1. Two little boys, Henry and Arthur, were one day play- 
ing horse. Henry was the driver, and Arthur was the 
horse. 

2. Henry tied the reins to Arthur's arms, and sat on a 



WAS—WERE. 31 

chair, which they called the wagon. Arthur took one of 
Henry's feet in each hand and pulled. When he pulled 
too hard, the chair fell forward and Henry fell under it. 

3. Henry was hurt and cried. Arthur thought driving 
was not such fun after all. 

What is the first thing that tells you anything about this 
story? What is it called? Where is it written? How is 
each word in the name or title of the story written? 

How many parts has this story? What are the parts 
called ? Where is each part, or paragraph, begun ? 

Copy this story on paper. Begin the first line of each para- 
graph a little to the right of the other lines. 



Lesson 36. 

Choice or Words. 
was were 

WRITTEN EXERCISE. 

Change is and are to was or were : 

1. He is the best boy in school. 

2. Is the house near the church ? 

3. The boxes are filled with cherries. 

4. Are the boys playing ball ? 

5. My fingers are frozen. 

6. Is there a letter for me ? 

7. The sailor is on the ship. 

8. Those kittens are sound asleep. 

9. A bee is on the rose. 

Make a statement about each of the following things and nse 
was and were correctly in each: 

1. paper 2. houses 3. shells 

3— LL 



32 EXERCISES IN LANG UA GE. 

4. pens 6. a sled 8. balloon 

5. a doll 7. tent 9. scissors 



Lesson 37. 

Holidays. 

oral exercise. 

Thanksgiving. New-year. Christmas. 

1. Which of these days do children enjoy most? 

2. Tell what is done at this time. 

3. Tell me two things that you know about New-year. 

4. Ask three things that you would like to know about 
Thanksgiving. 

5. In what month does New-year come ? 

6. Tell the name of the month in which Thanksgiving 
comes. 

7. Which is the Christmas month? 

8. Which of these holidays is a birthday? 

9. Tell all you know about this day. 

10. Which one begins the year? 

11. Why do we have Thanksgiving? 

12. Who always tells which day is to be Thanksgiving? 

[In order that the children may learn to talk correctly and inde- 
pendently, let each one choose one of these holidays and tell a 
little story about it at the next lesson.] 



Lesson 38. 

WRITTEN EXERCISE. 

Copy and learn to spell the names of these holidays and the 
months in which they come: 

New-year January 

Thanksgiving November 

Christmas December 



HAS— HA VE. 33 

Lesson 39. 

Choice of Words. 
has have 

WRITTEN EXERCISE 

1. Write a sentence using the words flower and has. 

2. Write a question using the words flowers and have. 

3. Use the words Lacy, Emma, and have in a statement. 

4. Ask a question beginning with fta^. 

Copy these questions, selecting the correct word in the brack- 
ets; then answer them in correct statements: 



What four playthings \ or \ Tom and Joe ? 



f have 1 
or V 
has J 
f have 1 
Who \ or \ fed the horses ? 
I has J 

f have 1 
Which pupils <j or V new books ? 
i has J 
f has 1 
Where j or | Sarah and Emma been ? 
I have J 



Lesson 40. 
Written Review. 

1. Write a statement containing an attention word. 

2. Write a command using a boy's whole name. 

3. Say something about four kinds of fruit. 

4. Write the names of all the days of the week. 

5. Which holiday comes in February? 

6. Make a statement using is. 

7. Ask a question beginning with are. 



34 



EXERCISES IN LANGUAGE. 



{ was "1 

8. There \ or V no clouds in the sky. 

I were J 
f has l 

9. The man { or [ fine horses. 

I have j 

10. Write two requests. 

11. Write the titles of two stories in your Reader. 

[The pupils' papers should be carefully criticized, and additional 
lessons given on all points where drill is needed.] 



Lesson 41. 

One and More than One. 







ORAL EXERCISE. 

How many boys in this picture ? 

What is added to the word boy to make it mean more 
than one? 

How many kites have the boys? 



ONE AND MORE THAN ONE. 



35 



What is added to trfe word kite to make it mean more 
than one? 

Tell which of these words mean one, and which more 
than one: 



1. desks 6. bells 

2. worm 7. soldiers 

3. neighbor 8. match 

4. mountains 9. state 



5. sons 



10. window 



11. chair 

12. paper 

13. pens 

14. clock 

15. kisses 



16. berries 

17. dishes 

18. girl 

19. lamps 

20. carpet 



Lesson 42. 



WRITTEN EXERCISE. 

Rewrite these sentences, so that each shall speak of more 
than one: 

1. The bottle is broken. 

2. The cup is full of water. 

3. The dress is new. 

4. A rabbit eats cabbage. 

5. His boot has a hole in it. 

6. My mitten is soft and warm. 

7. The star is bright. 

8. A goat can draw a cart. 

9. The old frog lives in the pond. 
10. A squirrel ran up the tree. 

Rewrite these sentences, so that each shall speak of only one 
thing of any kind: 

1. Owls see well only at night. 

2. Kittens like to chase balls. 

3. Rats gnaw holes in floors. 

4. Chairs were set in all the rooms. 

5. Rulers lay on all the desks. 

6. My pens are worn out. 

7. Handkerchiefs are sold at many stores. 



36 



EXERCISES IN LANGUAGE. 



8. Keys unlock doors. 

9. Kings rule kingdoms. 



Lesson 43. 

WRITTEN EXERCISE. 

Learn to spell these ivords and then fill the blanks with 
words selected from the list: 



man 

woman 

potato 

monkey 

lady 

city 

piano 

1. The' 

2. The 

3. The 

5. The 

6. The 

7. 



men 

women 

potatoes 

monkeys 

ladies 

cities 

pianos 

- and 



mouse 


mice 


goose 


geese 


ox 


oxen 


tooth 


teeth 


child 


children 


turkey 


turkeys 


foot 


feet 



live in a large 



and 



is fond of sweet — 
sets a trap for the - 

- eat corn, 
draw heavy loads, 
plays on the . 



— like to tease other animals. 
8. What even, white you have. 



Lesson 44. 
Story. 

written exercise. 

Write this story, changing each question to a statement. 
Notice carefully how and where each paragraph is begun, and 
how the title is written. 

Willie's Show. 
1. Are these children having a show under the trees in 



THE PARAGRAPH. 



37 




the back yard? Is the show made of an old box, two 
strings, and two paper dolls? 

2. Is Willie the showman; and does he say the dolls are 
a king and queen? Does he pull the strings and make the 
'dolls march, dance, and bow? 

3. Do Charley and May clap their hands and laugh to 
see the fun? 



Lesson 4B. 

Story. 

Write a story combining the first two of the following state- 
ments into one, the next four into one, and filling the blanks 
in the others. Make a title: 



38 EXERCISES IN LANGUAGE. 



Paragraph 1. 



f 1. Joe had ten cents. 

2. His little brother had ten cents. 

3. They went to the store. 

4. They bought some marbles. 

5. They bought a top. 
, 6. They bought some candy. 

r On the way they to play a 



Paragraph 2. ^ f marbles. won all the and Ned 

L began to . 



Paragraph 3. 



The boys' mother Ned crying, and 

— to what was the . She 



all their away, and not let them 

with for a week. 



Lesson 46. 
More Holidays. 

written exercise. 

Write the names of these holidays in their proper places in 
the following story: 

Fourth of July, Decoration Day, Washington's Birthday, 
Admission Day. 

[The teacher should give one or more oral lessons upon each of 
the holidays, carefully teaching why and how it is honored.] 

Days That We Honor. 

1. All American boys and girls enjoy hearing of the good 
and great man who is called u The Father of His Country." 

The children in this picture are celebrating by 

having a torchlight procession. Their flags, banners, and 
lanterns make a grand display. 

2. They have no fire-crackers nor sky-rockets now, but 
will have plenty when comes. Upon that day 



HOLIDAYS. 




one of the boys is to make a speech, and they are to have 
some fireworks. 

3. Every May these children gather flowers to put on the 
soldiers' graves. This day is called . 

4. There is one other day that Californian children honor. 
It is the birthday of their own state and is called . 



Lesson 47. 



WRITTEN EXERCISE. 



Learn to write these holidays: 

Christmas 

New-year 

Washington's Birthday 

Decoration Day 

Independence Day. or Fourth of July 

Admission Day 

Thanksgiving 



December 25. 
January 1. 
February 22. 
May 30.^ 
July 4. 
September 9. 
November (?) 



40 EXERCISES IN LANGUAGE. 

SUMMARY. 
Memorize : 

The name of each month and holiday should always begin with 
a Capital letter. 



Lesson 48. 

One and More than One. 

oral ezkkrcisex 

Learn to spell these words: 

calves, leaf, lives, shelf, wolf, knives, wife, loaves, thief. 

Change these sentences so that each shall speak of more 
than one: 

1. The knife has a pearl handle. 

2. The loaf is made of wheat flour. 

3. Has the calf pretty eyes ? 

4. A country life is the happiest. 

5. The dishes are on the shelf. 

6. Do not trust a thief. 

Change these sentences so that each shall speak of one only. 

1. The leaves are green. 

2. The shelves are filled with books. 

3. Have the thieves been caught? 

4. Wolves are fierce and strong. 

5. The wives do the housework. 

Write the sentences that you have made. 



Lesson 49. 

Story. 

Write the answers to the following questions in the form of 
a story, combining carefully those that go well together: 



WRITING FROM PICTURES. 
Trouble. 



41 




r What has this Little boy in his hand ? 
p 1 What has happened to the umbrella ? 

What do you see falling all around the boy ? 
[ Where are his books? 

' What has he on his head ? 

What on his hands ? 

What around his neck ? 

What can you see behind the boy? 
, With what is the ground covered ? 

How old is the boy? 
Where is he going ? 
Who gave him the umbrella ? 
Why is he crying ? 



Par. 2. 



Par. 3. 



42 , EXERCISES IN LA NG UA GE. 

( What do you think he will do with the umbrella ? 

^ . How will his mother feel when she sees her little 
Par. 4.^ , ■'„ 
boy? 

[What will she do? 



Lesson BO. 

Combining Statements. 

Write each group in one sentence: 

1. Lizzie sews. 2. An ostrich walks. 
Lizzie knits. An ostrich runs. 

Lizzie darns. An ostrich kicks. 

Lizzie mends. 

3. That girl runs. 4. My chickens eat. 

That girl jumps. My chickens walk. 

That girl dances. My chickens fly. 

My chickens scratch. 

5. Monkeys climb. Monkeys chatter. 

Monkeys swing. Monkeys quarrel. 



Lesson SI. 

Choice of Words. 

oral exercise. 

saw seen did done went gone 

1. I saw the ship. 2. I have seen the ship. 

3. I did the work. 4. I have done the work. 

5. They went to the store. 6. They have gone to the store. 

What word helps seen to make the second statement? 
What word helps done and gone ? 
Which three words need no help? 



THE STANZA. 43 

Make a statement using has and seen. 

Make a statement using had and done. 

Make a question using is and gone. 

Make a question using were and seen. 

Use the following as helping words in these statements: 

has, have, had, is, are, was, were. 

1. She gone to a party. 

2. Mary done as she was told. 

3. They seen six robins. 

4. The fire seen by many persons. 

5. They gone before I could get there. 

6. Her sewing done. 

[The teacher cannot give too much drill upon these generally 
misused verbs.] 

Lesson S2. 
The Stanza. 

ORAL EXERCISE. 

What do you think I saw 

Out in the fields at play ? 

Something woolly, and soft, and white, 

Skipping and prancing in sheer delight; 

Two round eyes that were opened wide, 

As it gamboled and frisked by its mother's side, 

Yet it had not been in the world a day. 

Well, who do you think has come? 

The birds have begun to sing, 

The willows to bud, and the lambs to play, 

The grass to grow greener every day, 

The brook to sparkle, and dance and leap, 

And the flowers to wake from their winter's sleep; 

What is it that has come? 

— Kate Lawrence. 

What do we call a story written in this way ? 



44 



EXERCISES IN LANGUAGE 



How does every line begin? 

How many groups of lines are there ? 

What is each group called ? 

Count all the poems in your Reader. 



Lesson 53. 

WRITTEN EXERCISE. 

1. Copy the question in the first stanza of this poem. 

2. Answer it. 

3. Copy the last question in the second stanza. 

4. Answer it. 

Answer each of these questions by writing a line of the 
poem: 

5. What was the lamb doing ? 

6. What are the birds doing? 

7. What was the lamb like ? 



Lesson S4. 




Using Words. 




ORAL, EXERCISE. 




1 


2 


chose 


chosen 


rode 


ridden 


wrote 


written 


swam 


swum 


ate or eat (et) 


eaten 


knew 


known 


speak 


spoken 


stole 


stolen 


wore 


worn 



1. Fill the following blanks with words from column one. 

2. Do the same with words from column two, using the 
helping words: has, have, had. 



THE MONTHS. 45 



1. Mabel Carrie for her seatmate. 

2. The wicked man a cow from me. 

3. The king his crown but once. 

4. The deer the swift river. 

5. I sixty miles in the cars. 

6. The bear the poor little lamb. 

7. Kate a letter to St. Nicholas. 

8. My father General Grant for years. 

9. The pupils — — their pieces very well. 



Lesson 55. 
The Months. 



Memorize : 



January is blithe and bold; 

He laughs in scorn at rain and cold. 

February, next in years, 
Yery short and small appears. 

March is noisy as can be, 
Yet is kind and full of glee. 

April dawns with pranks so funny — 
Now she weeps and now is sunny. 

Then comes lovely laughing May, 
Strewing flowers along the way. 

June, the queen of all the year, 
Crowned with roses doth appear. 

July comes with weary feet, 
Panting with the summer heat. 

August says: " Let's have a play, 
By the seaside, far away." 

September, with her face so fair, 
A load of purple grapes doth bear. 

October's brow is overcast 

With fleecy clouds that hurry past. 



46 



EXERCISES IN LANGUAGE. 



November brings the gentle rain 
To freshen all the earth again. 



December, last month of the year, 
By old and young is held most dear. 



Lesson 56. 

WRITTEN EXERCISE. 



Copy the following: 



January 


Jan. 


July 


Jul. 


February 


Feb. 


August 


Aug. 


March 


Mar. 


September 


Sept. 


April 


Apr. 


October 


Oct. 


May 


May. 


November 


Nov. 


June 


Jun. 


December 


Dec. 




SUMMARY. 




Memorize : 









The names of the months should begin with a Capital letter, and 
when the name of a month is shortened it should he followed by a 
period. 



Lesson 57. 
Dates. 



January 18, 1887. 
Jan. 18, 1887. 



December 11, 1855. 
Dec. 11, 1855. 



Write these dates in proper form, using capitals, periods, 
and commas correctly: 

1. 1886, Christmas. 

2. The 15th of July, 1436. 

3. The year 1864, first day of 

October. 

4. The next Admission-day. 

5. Your last birthday. 



6. February the twenty- 

second, 1855. 

7. Decoration-day, 1888. 

8. To-day. 

9. Last Sunday. 

10. The next holiday. 



WRITING FROM PICTURES. 
SUMMARY. 



47 



Memorize : 

A date lias two parts : the day of the month, and the number of the 
year. 

A comma separates the parts of a date, and a period is placed at 
the end. 



Lesson 58. 
Story. 




Write three paragraphs about this picture, using the hints 
given below. 

The Hunter. 

1. picture man boat seal cake ice 

man spear hand throw seal soon near 
enough 

2. seal queer around head like dog body fish 
it lives most time water likes crawl ice 

sleep sun 

3. man hunts seal chiefly fur although flesh 
good food 

fur made capes cloaks costly 

4— LL 



48 exercises in lang ua ge. 

Lesson 59. 

Titles of Persons. 

A title is a term used as a mark of respect in speaking 
or writing the name of a person. 
The titles most in use are: 

Mister, written Mr. before the name of a man. 

Master, written Master before the name of a boy. 

Mistress or Missis, written Mrs. before the name of a 
married woman. 

Miss, written Miss before the name of an unmarried 
woman, or before the name of a girl. 

Doctor, written Dr. before the name of a physician. 

Sir addressing a man, and Madam addressing a woman. 

Which of these titles are shortened when written? 
What mark is always placed after a shortened word ? 
What other titles do you know? 
Ask your teacher how to write them. 

WRITTEN EXERCISE. 

Write a title properly before each of these names: 

1 . Collins sends her little girl to this school. 

2. When Willie was sick we sent for — ■ — West. 

3. Black and Adams are carpenters. 

4. Summers teaches the primary class. 

5. Frank Day has a new Shetland pony. 

6. Write two sentences, each containing a title. 



Lesson 60. 

A Letter. 

Copy this letter, noticing carefully where and how each 
part is written: 



LETTER WRITING. 49 



vwae, 



(2/ Aid fd wiy fiidf fcffti, ant/ if ©/ €o/i<u ff teMetftu 
my fine fill fad fdamidei/ fa fiaf ff fn a nice ttmefa/it. 

yf€ nam a Ziadfaf/fice m <aui dcfiaaf @fffd maa^ -af a 



fax. &fi 



f i€ o/iiiau/i taxe >mmd in viina /ten 



ffaui fa vina wteve, 



j> 



enwte (Q^^dd. 



(Q-au-an, 
ad ©wia&fed, 



Lesson 61. 
Dictation Lesson. 

[Teacher may let pupils study this lesson before dictating, that 
they may be able to use Capital letters and punctuation marks cor- 
rectly.] 

1. Little girl, where do you go to school, 

And where do you go, little girl? 
Over the grass from dawn till dark, 
Your feet are in a whirl. 

2. You and the cat jump here and there, 

You and the robin sing; 
But what do you know in a spelling book? 
Have you ever learned anything? 



50 exercises in lang uage. 

Lesson 62. 

Choice of Words. 

I me he him she her 

We should say: 

It is I, not it is me. It was I, not it was me. 

It is he, not it is him. It was he, not it was him. 

It is she, not it is her. It was she, not it was her. 

Answer each of the following questions with one of the above 
sentences: 

1. Who broke my slate? 

2. Is that Grace Lowe ? 

3. Was Mr. Gray the man who was hurt? 

4. Did you say that the cat caught my birds? 

5. Who is knocking? 

6. Who is making that noise? 

7. Was it Carl or Ida who whispered? 

8. Who took my pen? 

9. Who is singing? 



Lesson 63. 

WRITTEN EXERCISE. 

Fill the blanks with I, he, or she. 

1. I thought it was who passed. 

2. How I wish I were . 

3. I do not think it was ■ who stole my knife. 

4. Is that you, Mabel? Yes, it is . 

5. I think it was . 

6. No, it was not . 



Lesson 64. 

Letter. 
Copy this letter, filling the blanks with the following items: 



LETTER WRITING. 51 

Clarence L. King; Dear Mother; Mrs. C. T. Banks, 
Sacramento, Cal.; Your affectionate son; Santa Cruz, 
Cal.; July 19, 1887; o'clock. 



Addie and I are having a fine visit and enjoy 
every moment of the day. There are so many new sights 
that we have not time to describe them all. 

Yesterday Uncle took us for a sail. We went far out on 
the bay, but were not at all seasick. 

Every morning at eleven we go down to the beach 

to see the bathers. It is very funny when a big wave rolls 
in among them. 

We start for home next Monday, and hope to find you 
all well. 



Lesson 65. 

Combine these sentences, using one of the following words 
in each sentence: that, who, which. 

Example : 

1. The boy ate cherries. 
The cherries were green. 
The boy is sick. 

(Combined) The boy who ate the green cherries is sick. 

2. The fox was caught. 
The fox killed a rabbit. 
The rabbit was Eddie's. 



52 



EXERCISES IN LANGUAGE. 



3. The chair was mended. 
The chair had a broken leg. 
The chair was old. 

4. That book is new. 

That book is on the table. 
That book is mine. 

5. My apron is torn. 
My apron is pink. 
Grandma gave me the apron. 

6. Oakland is a beautiful city. 
Oakland is near San Francisco. 



Lesson 66. 

Story from Poem. 




PUSS AND THE TURTLE. 

[Have pupils read this poem carefully, after which let them 
write the story, answering the questions at the end of the lesson.] 

Pussy cat out for an airing one day, 
Was creeping along in her soft sly way, 
When down near the garden wall she found 
A turtle waddling along on the ground. 



STOUT FROM POEM. 



53 



Puss put up her back, and her tail grew big; 

She spat at the creature and gave him a dig. 

The turtle withdrew himself into his shell, 

Puss stared in amazement, and then she said: "Well, 

What in the world is this creature about? 

I feel it my duty to try to find out." 

She patted the shell, but the turtle kept still, 

She picked it, and clawed it, and scratched with a will. 




all of a sudden she gave a loud yell, 
turtle had seized her fore paw 
neath his shell. 

She kicked, scratched, 
and wriggled, 
and howling 
with pain; 
She hissed at her 
captor again and 
again. 



She danced him up 
here, and she danced 
him down there, 

'T was a comical dance 
and a comical pair, 

Till puss all uncon- 
scious what pathway 
she took, 

Suddenly landed 
them both in the 
brook, 




54 



EXERCISES IN LANGUAGE. 




~^yf^-^.-= 



4 ,u !i i i! 



^ << Ha! ha!" laughed 

?,/* the turtle, " Now, 

Puss, you are 

free, 

You've landed 

me just where 

I wanted to 

be; 

And now let me 
whisper one 
word in your 
ear, 

'Tis safer to mind your own business, my dear." 

— Youth's Companion. 

Write the answers to these questions in the form of a story. 
Combine the answers that fit together ivell. 

"What was pussy doing? 

What did she find? 
Paragraph 1. \ Where did she find it? 

What did pussy then do ? 
^ What did the turtle do? 

f What did pussy think ? 
Paragraph 2. { How did she try to find out what the 
t turtle was doing ? 

'Why did pussy yell? 
What else did she do? 
Paragraph 3. 1 How did they look ? 
Where did puss fall ? 
How came she to do so ? 



Paragraph 4. 



f How did the turtle feel ? 
J Why? 

* What did he do? 
fc What did he say to Puss ? 



like-love. 
Lesson 67. 

Choice of Words. 



55 



Hike 



Like 

potatoes. 

pudding. 

picnics. 

to play ball. 

stories. 



I love 



Love 

f my mother, 
my friends, 
my home, 
my schoolmates, 
my teacher. 



Name five persons whom you love. 

Name five things thai you like. 

Fill these blanks correctly with like or love : 



1. Children 

2. I do 

3. We 



each other. 



cherries, 
to sail on the river. 



4. Every American child should his country. 



to go to school. 



5. I- 

6. Does little Maude 

7. Joe and Teddy — 

8. Oh, how I do 

Memorize: 



her cousin Ruth? 



— their father. 

candy! 

SUMMARY. 



To like means to be pleased with, to enjoy. 
To love means to have an affection for. 
Do not say love when you mean like. 



Lesson 68. 

Letter. 

Fill the blanks in this letter, which is written by Master 
Frank Strong to his classmate, Andrew Walton. Frank is 
spending the month of Jidy, 1887. in Jackson, Cal.; Andrew 
lives at Lodi, Cal. : 



56 EXERCISES IN LANG UAGE. 



w <n#a/ WMtu? j2?w Me mntf wmcn <zU aed/ </ai /lew/ 



Lesson 69. 

Apostrophe and S. 

1. Jane doll. 2. Jane's doll. 

What is added to Jane in number two? 
What does it mean now ? 

1. Felix pony. 2. Felix's pony. 

What shows you whose pony it is ? 

Change each of the following so that we may know who is 
the owner: 

1. James dog. 4. children pet. 

2. boy top. 5. fox tail. 

3. man hat. 6. girl slate. 

WTRITTETsT EXERCISE. 

Change these groups of words so that a name will show the 
ownership: 

1. the pencil of the girl. 

2. the desk of the teacher. 

3. the songs of children. 

4. the kindness of Ida. 



8 AND APOSTROPHE. 57 



5. the brother of Irving. 

6. the pen of the pig. 

7. the house of my uncle. 

8. the sermon of the minister. 

9. the basket of Laura. 

10. the watch of my mother. 



Lesson 70. 
S and Apostrophe. 

1 2 

boys boys' games 

cats - cats' fur 

birds birds' house 

hens hens' eggs 

With what letter does each word in the first column end ? 
What is added to each to make it show ownership? 
Tell why we do not add an S also. 

SUMMARY. 

Memorize : 

To show ownership or possession add an apostrophe and S to the 
name. 

If the name means more than one and already ends in S, add an 
apostrophe only. 

Write sentences using these words to show ownership: 

Henry horses 

women owls 

cow bees 

book ladies 

sister leaves 

men knives 

Moses foxes 



58 exercises in language. 

Lesson 71. 

WRITTEN EXERCISE:. 

Copy from the table of contents in the Second Reader ten 
titles containing names used to shoiv possession. 

Combine these sentences, using a name to express possession: 

1. The house was burned. 
It belonged to my father. 

2. Edward owns a horse. 
It has a long mane. 
It has a long tail. 

3. The canary has feathers. 

The feathers are bright yellow. 

4. Mr. Smith has a store. 
It is on Market street. 
It is near the Park. 



5. That boat belongs to Jack. 

It has a new coat of white paint. 



6. here is a hair ribbon. 
It belongs to Cecelia 

7. This hat belongs to Bessie. 
It has just been brought home. 

8. Miss Wilson bought this book , 
Therefore it is hers. 

9. William sleeps in the store. 
His father owns it. 
It is a grocery store. 

10. Charles lives on a farm. 
Mr. Allen owns the farm. 
Charles is his son. 



writing from pictures. 

Lesson 72. 

Story. 



59 




The Fox Huxt. 



Look carefully at this picture, and then complete each para- 
graph. 

1. In this picture I see 



2. The men and dogs are 



3. These horses 



4. The poor fox is very tired 



60 exercises in language. 

Lesson 73. 

Letter. 

Copy, filling blanks. Combine all the statements in the 
second paragraph: 



Your letter was received last Tuesday. I en- 
joyed your account of the Fourth very much. 

Father has gone to the mountains. Mother has gone to 
the mountains. They took the boys with them. They 
went to visit Grandfather. 

I am staying with cousin Annie while they are away, and 
if you will come to visit us, we will go to the sea-coast to 
spend a few days. 



Lesson 74. 

Choice of Words. 

oral exercise. 

those these them 

1. Say something about your fingers and use the word 
these. 

2. Speak of your books using the word these. 

3. Speak of the books in the library and use the word 
those. 

4. When you use the word these, are the things spoken 
of near you or at a distance? When you use the word 
those? 

5. Make a statement using the word them. 



ASKING AND GIVING PERMISSION 61 

6. Look out of the window and use those in telling about 
something that you see. 

7. Use them in asking a question about the same things. 

8. Make a sentence beginning with these. 

9. Use those and horses in asking a question. 

10. Say something about dogs beginning with these. 

11. Make a sentence using both them and J/iose. 

12. Ask a question using both them and Z/iose. 



Lesson 75. 

WRITTEN EXERCISE. 

JFnte Jfttf sentences that you made in the last lesson. 



Lesson 76. 
Choice of Words. 

HOW TO ASK AND GIVE PERMISSION. 

1. Clara, may I take your book? 

2. May we have some apples, mother? 

3. May I look at your knife, John? 

What word is used in making each request? 
Answer each request and use the same word. 

Rearrange the following questions so as to make them ask 
permission, and supply an attention word in each. 
Example : 

1. Can I have my new picture book? 
(Rearranged) Mother, may I have my new picture book? 

2. Can Hal carry your parasol ? 

3. Shall we cross the creek on that plank? 

4. Will your sister come to our party ? 

5. Can Jennie lift the basket? 

6. Must we pick the cherries? 

8. Can we climb that steep hill? 



62 exercises in language. 

Lesson 77. 

WRITTEN EXERCISE. 

Place words before the following groups so as to make each 
ask permission: 



1. 

2. 
3. 


go to the picnic ? 
buy some new tops? 
sit with Sarah ? 


4. 


eat lunch in the school-room ? 


5. 
6. 

7. 


have some cream on my berries? 
help wash the dishes ? 
get a drink ? 


8. 

9. 

10. 


go to see Eva ? 

put my hat in your trunk ? 

take our dolls with us ? 



Write an answer to each of the above. 

SUMMARY. 
Memorize : 

Use MAY in asking or giving permission. 

In making or granting a request, use the name of the person to 
whom you are speaking. 



Lesson 78. 

Choice of Words. 

sit set 

1. I sit on the chair. 

2. I sit on the sofa. 

3. I set the basket on the chair. 

4. I set the child on the sofa. 

In the third and fourth sentences use put, or place, instead 
of set. 

See if you can use put, or place, in the first and second sen- 
tences. 



LETTER WRITING. 63 



What did I set on the chair? 
What did I set on the sofa ? 



SUMMARY. 
Memorize : 

We use set when we put or place something. 



Lesson 79. 

Letter Writing. 
Learn the names of the different parts of this letter: 

(Heading.) 

San Jose, Cal., 
(Salutation.) Jan. 22, loo7. 

My dear Sister, (BO d y of letter.) 

School begins one week from Monday. Mother 
thinks you had better come home next Thursday, so that you 
may have a few days to rest. (Subscription.) 

Your loving cousin, 
dnside Address.) Emma Williams. 

Miss Susie Williams, 
Hollister. 
Cal. 



Lesson 80. 

Letter Writing. 
I. The parts of a simple heading are: 

1. Name of town. 3. Day of month. 

2. Name of state. 4. Year. 

Separate the parts of a heading by commas, and end the 
heading with a period. 

5— LL 



64 EXERCISES IN LANGUAGE. 

Example : L 2 . 

Santa Barbara, Cal., 

3. 4. 

June 10, 1887. 
II. In cities the heading consists of: 

1. Number and street. 4. Day of month. 

2. Name of city. 5. Year. 

3. Name of state. 

The heading of a letter should show where to address 
the answer. 

Make a heading of each of the following : 

1. 1885, Chicago, June 29, 111., 166 Tyler St. 

2. Stockton, 56 Main St., Cal., December 8, 1880. 

3. Oregon, Portland, 364 Market St., 1887, July 4. 

4. 1886, Fresno City, November 18, Cal. 

5. Chico, 1887, January 10, Cal. 



Lesson 81. 

WRITTEN EXERCISE. 

sit is sitting set is setting 

Combine each of the above words in turn with each of the 
following groups of words in making a statement: 

1. under the tree. 6. in the cupboard. 

2. beside the pump. 7. by the stove. 

3. on the bed. 8. near a fence. 

4. under the table. 9. behind the barn. 

5. near my sister. 10. between the boys. 

Supply sit or set properly in the following sentences: 

1. Jennie may with me. 

2. The girl the dishes on the table. 

3. Will you by the window, Sue? 



WRITING FROM PICTURES. 65 

4. Take off your hat, Lewis, and down. 

5. George, your pail on the shelf, and down 

by me. 

6. The cat likes to in Carrie's lap. 

7. Lou, do you wish to on the front seat? 



Lesson 82. 
Writing a Story. 




The Stage Coach. 



1. In paragraph one, tell what you see in this picture. 

2. In paragraph two, tell what these children are doing, 
and what they have used for a stage and horses. 



66 EXERCISES IN LANGUAGE. 

3. In paragraph three, tell who is driver, how many pas- 
sengers there are, and where they are going. 

4. In paragraph four, tell what accident happened on the 
way. 

Lesson 83. 

Choice of Words. 

oral exercise. 

Marion and I will go with you. 

Father, mother, and I walked five miles. 

He and I played a game of marbles. 

In speaking of yourself with others, mention yourself last. 

Fill the blanks with I and one of these words: he, she, 
they. 

1. May and have the book, Lois? 

2. Shall and go to the store now, father ? 

3. and are just eight years old to-day. 

4. and have learned a new song. 

5. Who will help me ? and will. 

Use I with each of the following groups, and supply words 
enough to make good sentences : 

1. May sister enjoyed. 

2. Cousin Andrew Joe invented. 

3. Uncle aunt were invited. 

4. Father mother baby are going. 

5. You he have permission. 

Lesson 84. 

WRITTEN EXERCISE. 

Following directions given in the last lesson, write ten sen- 
tences speaking of yourself and others. 



combining statements. 67 

Lesson 85. 

Combining Statements. 

written exercise. 

Use one of the following words in joining into one sentence 
each of these pairs of statements: 

but, because, although, if. 

Example : 

1. Jessie went to school this morning. 
The rain was falling in torrents. 

(Joined) Jessie went to school this morning, although the rain 
was falling in torrents. 

2. Susie went to the fair with her mother. 
Anna went to visit her cousin Ella. 

3. Mrs. Allen sent for the doctor. 

Mrs. Allen's little daughter was very sick. 

4. Walter and James will go to the picnic. 

Their father will let them have the horse and buggy. 

5. Ella likes to study. 

Her sister Florence had much rather play. 

6. The men finished cutting the hay. 
The men were all very tired. 

7. The dog will not hurt the children. 
The children treat the dog kindly. 



Lesson 86. 

Letter Writing. 

Read these salutations, noticing how they are written. 

Dear Mother; My dear Friend; Friend George; My dear 
Miss Walsh; Dear Ella. 

What good salutations can you give in writing a letter to 



68 EXERCISES IN LANGUAGE. 

an uncle? a friend? a cousin? your brother? a married 
lady? an unmarried lady? a gentleman? 

Forms of Subscriptions. 

Your affectionate daughter, 

Minnie Stone. 

Your friend, 
(or) Your sincere friend, 

Willie Brown. 

Your loving pupil, 

Cornie Eaton. 

Think of some other ways of writing subscriptions. 



Lesson 87. 

Choice of Words. 

oral exercise. 

teach learn 



Our teacher's name is Miss . 

Miss teaches us to write. 

She teaches us to read. 
She teaches us to spell. 

We learn to write. 
We learn to read. 
We learn to spell. 

I can learn to sew and sing. 
My mother teaches me to sew. 
My sister teaches me to sing. 
My dog, Carlo, can learn tricks. 
I teach him many tricks. 

SUMMARY. 
Memorize : 

To teach means to give instruction. 



TEACH— LEARN. 69 

To learn means to receive instruction. 
Do not use learn when you mean teach. 

Supply teach, teaches, learn, learns. 

1. Will you me to swim? 

2. I will you, because you so quickly. 

3. My cousin will me to sew on the machine. 

4. Mattie pretty stories, and them to her little 

brother. 

5. Fal his dog to carry a basket. 



Lesson 88. 

WRITTEN EXERCISE. 

1. Make three statements, telling what you can teach a 
dog to do. 

2. Make five statements, telling what you can teach a 
horse to do. 

3. Tell five things that you learn at school. 

4. Tell five things that you would like to learn. 

5. Write two sentences, using both teach and learn in 
each. * 



Lesson 89. 

Quotation Marks. 

oral exercise. 

Said the first little chicken, 
With a queer little squirm, 
" I wish I could find 
A fat little worm." 

Said the next little chicken, 
With an odd little shrug, 
" I wish I could find 
A fat little bug." 



70 EXERCISES IN LANG UA GE. 

Said the third little chicken, 
With a sharp little squeal, 
" I wish I could find 

Some nice yellow meal." 

Said the fourth little chicken, 
With a small sigh of grief, 
" I wish I could find 
A little green leaf." 

" See here," said the mother, 
From the green garden-patch, 

" If you want any breakfast, 
Just come here and scratch." 

Read the first four lines of this poem. 

Read what the little chicken said. 

Look carefully at the marks before and after these words. 

Tell me how to make the marks before I. 

Tell me how to make the marks after worm. 

How do they differ from each other? 

Find the same marks in the next four lines. 

Look closely at each stanza in the poem. 

What are the exact words the mother said ? 

What marks inclose the words ? 

Why do you think the marks are used ? 

SUMMARY. 
Memorize : 

When the exact words of some one are used they are called a 
QUOTATION. 

The marks used to inclose a quotation are called Quotation marks. 



Lesson 90. 

WRITTEN EXERCISE. 

Copy the following lesson very carefully and read each quo- 
tation by itself, in class: 



QUOTATIONS. 71 

1. Said one little chick, "That belongs to me." 

2. Said chick number two, " We '11 see, we '11 see." 

3. "Libby, here is your book," said Amy. 

4. " Thank you, Amy," replied Libby. 

5. " May we fish in the creek, mother?" asked Cora. 

6. " Lucy, come aw T ay from that dog!" shouted Jack. 

7. The frost looked forth one still clear night 
And whispered, " Now I shall be out of sight." 

8. He exclaimed, "Merry Christmas to all!" 

9. " Thanks to the sunshine, thanks to the rain," 
Murmured the little white lily again. 



Lesson 91. 

Story. 

ofla.l, exercise. 

"Umbrellas to Mend!" 

[Have pupils carefully read the questions and directions at the 
end of the lesson before filling the blanks, or the teacher may ask 
these or similar questions in order to lead pupils to do the work.] 

1. " Umbrellas to mend! — ! any 



2. "This is a queer time to be ," said mamma. 

She w 7 as just going to the window to look out, when Hatty 
said, " Why, mother, that is ." 

3. These children had planned that one of them should 
think of a game for each day. To-day is Sam's day, and 
he is playing that he is an umbrella man. He has on his 
father's overcoat and tall hat, and carries a great load of 
old umbrellas. 

4. " Where did the boy get ?" exclaimed Aunt Sue. 

5. Hatty hurried to get her umbrella and open it. The 
broken rib stuck up as if trying to say, u 



72 EXERCISES IN LANGUAGE. 

6. " ?" she 

asked. " ," replied the 

umbrella man. 

7. The children had fine fun. Baby looked on with 
wondering eyes. He could not quite understand what it 
was all about. 

Read what is given in paragraphs one, two, and three. 

Who said " Umbrellas to mend ?" 

Finish what he said. 

What do we call paragraph one? 

How should it be marked? 

Where was the mother going? Why do you think she 
was going? What did she say? Why do you think she 
said this ? 

What had these children planned ? What is Sam doing ? 
What did Hatty tell her mother? Give me Hatty's exact 
words, so that I can write the quotation. 

Tell me the part of the story told in these three para- 
graphs, using your own language. Tell it again, just as it 
is to be written here. 

Complete aunt Sue's quotation in paragraph four. 

Read paragraph five. 

Tell what Hatty did. 

What do you think the broken rib was trying to say? 

Give the first quotation in paragraph six. Give the 
second. 

Read the whole story, supplying all the quotations. 



Lesson 92. 

V^RIT^TElNr EXERCISE. 

Write the story given in the last lesson, filling out the quo- 
tations properly. 



sentence building, 73 

Lesson 93. 

Sentence Building. 
Complete these sentences : 

1. The horse could not draw the load, because 

2. Anna did not break her doll, but 

3. My uncle went to San Francisco, because .... 

4. Boys like tops and marbles, but 

5. The cattle crossed the stream, although 

6. A cat caught my bird, although 

7. Plants grow very rapidly, if 

8. I think that Emma will receive a new book Christ- 
mas, if 

9. You may play with my kite, Fred, but 

10. Will you lend me your knife, if 

11. William rolled his ball under the sidewalk, and . . 

12. Little Henry cut his finger, yet 

13. The horse ran as if 

14. Since , he can go a fishing. 

15. John has done his work, therefore 

16. It is further to Ogden than 

17. Lift your foot so as 



Lesson 94. 

Letter Writing. 

THE ADDRESS. 



1. The address consists of - 



1. Name of Person. 

2. No. and Street (if in a-city ) . 

3. Town. 

4. State. 



The address is written twice; once on the envelope and 
once at the end of the letter. 



74 EXERCISES IN LANG UAGE. 

Notice carefully the arrangement of the examples given. 



(To a country address.) 



Mrs.C. H. Gordon, 

Plainview, 
Rock Co., 

Wisconsin. 



Box 108. 



(To a city address.) 



Miss Alice Cary, 
1189 Fifth Ave., 
New York, 
N. Y. 



LIE- LAY. 75 

WRITTEN EXERCISE;. 

Draw envelopes on paper and address them to : 

1. Your teacher. 2. Your father. 3. A boy. 

4. A young lady friend. * 5. A physician. 



Lesson 95. 

Word Pictures. 
written exercise. 

Read this stanza, then describe, in your own words, the 
picture you have in your mind of "Old Santa Claus." 

He was dressed all in fur from his head to his foot, 
And his clothes were all tarnished with ashes and soot. 
His eyes, how they twinkled! his dimples, how merry! 
His cheeks were like roses, his nose like a cherry. 
His droll little mouth was drawn up like a bow, 
And the beard on his chin was as white as the snow. 

— Clement C. Moore. 



Lesson 96. 

Choice of Words. 

lie lies lay lying lain 

Memorize : 

Lie means to recline. 

1. I lie on the lounge. 

2. John lies on the grass. 

3. Tray lay on the porch in the sun. 

4. The boys are lying under the tree. 

5. The sick girl has lain in bed a month. 

Make a sentence of each of the following groups of words, 
supplying as many more words as you choose : 

1. Edgar Bruno lie rug 

2. Cora lies abed nine 

3. cat lying hearth fire 



76 EXERCISES IN LANG UAGE. 

4. look has lain table week 

5. Jessie tired lay sofa 

Make five sentences, using lie, lies, lay, lying, lain. 

Lesson 97. 

Choice of Words. 

lay lays laying laid 

Memorize : $ 

Lay means to put, or place. 

Lay the book on the table, Helen. 

She lays her hat on the chair. 

Tom was laying boards on the walk. 

Those children laid their slates on the ground. 

Make four sentences, using the words at the head of this 
lesson. 

Copy, choosing the correct word : 

fLay] 

1-j or > the book on the table, Carrie. 
I Lie J 

f lying 1 

2. Your knife is < or > on the dictionary. 

I laying J 

f lie 1 

3. I am so tired that I must { or [ down. 

-lay J 



I your shawl on the table 






4. or -, i or Y down to rest. 
UayJ and 

{ Lie 1 f lie 1 

5. *{ or > the rug on the hearth before you or [ down. 
ILayJ Hay J 



LIE— LAY. 77 

flay] 

6. She i or > the book on the desk. 

[laid J 

flay! 

7. Where did you i or > my music ? 

I lie J 

f laid 1 

8. Who has 1 or J- on my bed ? 

[lain J 

f La ? in g] , T f laid ] my watch on the 

9 A or down to sleepy or table# 

I Lying J I lay J 



Lesson 98. 

* Letter Writing. 

Rewrite and arrange in proper form. 

65 Montgomery Street San Francisco California May 14 
1886 My dear Cousin The pretty hood you sent me was 
received this morning. I was so surprised when the ex- 
pressman left a package for me that I almost forgot to 
open it. Mother says that your knitting is unusually even 
and pretty. I shall think of you whenever I wear your 
dainty gift. Very gratefully, your cousin Mattie George. 
Miss Ida Holly, Red Bluff, Cal. 



Lesson 99. 

Word Pictures. 

Read this stanza, and then describe the "Pied Piper" in 
your own words as though you were looking at him: 

His queer long coat from heel to head, 
Was half of yellow and half of red; 
And he himself was tall and thin, 



78 EXERCISES IN LANGUAGE. 

With sharp blue eyes each like a pin, 
And light loose hair, yet swarthy skin. 
No tuft on cheek, nor beard on chin, 
But lips where smiles went out and in. 

— Robert Browning. 



Lesson 100. 

Choice of Words. 
lie lay sit set 

[Teacher performs various acts, and requires the pupil to describe 
them, using some form of the above words. For example: 

1. Put a book on the table. 

2. Take a seat near the door. 

3. Put a chair by the desk, and take a seat. 

4. Place a paper on the floor, and put the bell on it. 

5. Place a basket on the table, put a knife in it, and then sit 
down.] 



Lesson 101. 

Story. , 
Write a story suggested by these hints: 
The . 

1. Mayday, warm, pleasant, dewy sunshine 

flowers and green grass. 

2. Picnic school children lunches three 

large farm wagons grove of oak trees clear, cool 

stream. 

3. Swings games walked in the woods 

gathered wild flowers great many fish. 

4. Sun going down children tired ride home 

happy day. 



letter writing. 79 

Lesson 102. 

Letter Writing. 

Constance Wright having been thrown from her horse 
while riding in the mountains, writes a letter to tell her 
mother of the accident. 

Write a letter from this outline: 

1. Who were in the party. 

2. Where they were going. 

3. What frightened the horse. 

4. How much she was hurt. 

5. Her feelings the next day. 

6— LL 



COMPOSITION LESSONS. 



NOTE TO TEACHER. 



These composition lessons may be given before the grammar les- 
sons in Part II, or the grammar and composition work may both 
be carried on at the same time. In the latter case a separate reci- 
tation should be given to each. If the composition work is done 
before taking the grammar lessons, the subject of composition should 
be continued in a more advanced form, as composition, both oral 
and written, is the most practical part of language work. 

The composition lessons are presented under three divisions — sim- 
ple descriptive, simple narrative, and simple imaginative. Each 
teacher should add to the work as the class may need, until the 
pupils are able to think, speak, and write fluently in good English. 

The teacher should question the pupils upon the subject, and 
draw from them the points given in the outlines. After a thorough 
oral discussion of the lesson the outline should be given to the 
pupils as an assistance to the memory in writing. 

The teacher should use pictures, stories, and anything else that 
will make the lessons attractive. Use every device possible that 
will help to cultivate the pupil's power of expression. 



COMPOSITION LESSONS. 



Lesson l. 
Descriptive Composition. 

Write a description of your schoolhouse from the following 

outline: 

Our Schoolhouse. 

('General appearance. 
Introduction . . J General surroundings. 

I General location. i^ own ' 

(County. 
f Size. 
Material of which it is made. 
Color. 
Number of rooms. 

f Size. 
Yard. <J Divisions. 

[ Kind of fence. 
View from schoolhouse. 
f Size. Doors. 
Kooms. <j Shape. Color of wall. 

[ Windows. Decorations. 
Conclusion : Personal opinion in regard to our schoolhouse. 



Body of com 
position. 



Lesson 2. 

Write a description suggested by the following outline: 
The Elephant. 



( Size as compared with other animals. 

(Native climate. 

\ General appear- f Size. Color. 

ance • • • • (Shape. Locomotion. 

[Body. 

Parts . . . .,Headi E ^ es - Mouth - 
(Ears. Trunk. 

.Legs. Feet, Tail. 

Habits. Where seen by us. 

Conclusion : Anecdote of some elephant. 



Introduction . 



Body of compo- 
sition . . . 



84 COMPOSITION LESSONS. 

Lesson 3. 

Read " The Kingbird" on page 167 of the Second Reader 
of the State Series, then write the description from the follow- 
ing outline: 

The Kingbird. 

Introduction.. (Where well known 

(Number as compared with other birds. 

f General appearance. 
Color of breast. 
Color of back. 
Most resembles what bird. 
Body . . . . { Size. 
Voice. 

Why called a kingbird. 
Why he is so powerful. 
^ How he sometimes rides through the air. 

Conclusion : Usefulness of kingbird to farmers. 



Lesson 4. 

The House in the Meadow. 

It stands in a sunny meadow, 
The house so mossy and brown, 

With its cumbrous old stone chimneys, 
And the gray roof sloping down. 

The trees fold their green arms around it — 

The trees a century old — 
And the winds go chanting through them, 

And the sunbeams drop their gold. 

The cowslips spring in the marshes, 

The roses bloom on the hill, 
And beside the brook in the pasture, 

The herds go feeding at will. 



Body. 



i 



DESCRIPTIVE COMPOSITION. 85 

From the following outline write out the description given 
by the preceding poem: 

Introduction . . Location of house. 
' Color of house. 

Why mossy. 

Kind of chimneys. 

Shape and color of roof. 

Trees. 

Wind. 

Sunshine. 

Where the marshes and hills were. 

What grew there. 

Where the brook was. 
k What is found there. 
Conclusion : What kind of a house this is. 

Lesson S. 

The cowslip startles in meadows green, 

The buttercup catches the sun in its chalice, 
And there 's never a leaf nor a blade too mean 

To be some happy creature's palace; 
The little bird sits at his door in the sun, 

Atilt like a blossom among the leaves, 
And lets his illumined being o'errun 

With the deluge of summer he receives. 
His mate feels the eggs beneath her wings, 
And the heart in her dumb breast flutters and sings ; 
He sings to the wide world, and she to her nest, — 
In the nice ear of Nature which song is the best? 
We sit in the warm shade and feel right well 
How the sap creeps up and the blossoms swell ; 
We may shut our eyes, but we cannot help knowing 
That skies are clear and grass is growing ; 
The breeze comes whispering in our ear, 
That dandelions are blossoming near, 
That maize has sprouted, that the streams are flowing, 
That the river is bluer than the sky, 
That the robin is plastering his house hard by ; 
And if the breeze keeps the good news back, 



86 



COMPOSITION LESSONS. 



For other couriers we should not lack ; 

We could guess it all by yon heifer's lowing, — 

And hark ! how clear bold chanticleer, 

Warmed with the new voice of the year, 
Tells all in his lusty crowing ! — j. r. Lowell. 

From the following outline description write out the pre- 
ceding poem. Give your story a title: 

Introduction . . Season of the year. 

The flowers. 

What the birds are doing. 
Where we sit. 
Body . . <{ What we know. 

What the breeze tells. 

What else tells the same thing. 

How they tell it. 

Conclusion : 



Subjects for Descriptive Compositions. 



My Home. 

One of My Schoolmates. 

My Favorite Flower. 

A California Orchard. 

An Autumn Day. 

A Pretty Country Nook. 

Ferns. 



Our County Seat. 

Butterflies. 

Christmas Eve. 

The Tramp. 

Peddlers. 

A Vacation Trip. 



Lesson 6. 
narrative compositions. 

The Owl, the Bat, and the Bumble-bee. 

The brown owl sat on the caraway tree, 

A ruffe d-up, immense owl. 
Who so learned and wise as he? 

A puff e d-up, eminent fowl. 

A black bat hung by a twig of the tree, 
A blinking, blind old bat; 



NARRATIVE COMPOSITION. 87 

And buzzing near was a bumble-bee, 
Crinkling, yellow, and fat. 

"Ho," said the owl, "but the sun is so bright, 

So torrid, blazing away ! " 
" Oh," said the bat, "for the shades of night, 

This horrid, dazzling day!" 

"Psho," said the bee, "if that is all, 

Blundery, blind old bat, 
Yonder 's a cloud coming up at your call, — 

Thundery, — black as a hat." 

" Ah ! " cried the bat and the owl together, 

"Tumbling, great black cloud, 
Bring us some fine, dark, thundery weather, 

Rumbling fierce and loud." 

Up came the cloud, flying far and wide, 

Wizzardly wierd and strong, — 
Brisk little hurricane sitting inside, 

Blizzardly bowling along. 

Off went the owl like a thistle-down puff, 

Ruffle d-up, rolled in a ball ! 
Off went the bat like a candle-snuff, 

Shuffled-up, toes and all ! 

Off went the twig and off went the tree, 

Scurrying down to the ground, 
Nothing was left, save the humble-bee, 

Worrying thus to be found. 

Yet snug as a bug in the roots of the tree, 
Where he grumbled: "What a catastrophe! 

I was simply thunderstruck ! " said he. 
"And I 'm sure I prefer the glare 

Of the hottest day to that whirling air ! 

Such a draught ! I hope I have not caught cold ! 
But I know I was over and over rolled. 

Am I really safe and sound?"— st. Nicholas. 

Write out the narrative of the preceding poem from the fol- 
lowing outline: 



88 



COMPOSITION LESSONS. 



Introduction . . What was in the caraway tree. 

The owl's and the bat's complaint. 
What the bee said. 
The owl's and the bat's wish. 
The coming of the cloud. 
What the cloud contained. 
Fate of the owl and the bat. 
W T here the bee was. 
The bee's fright and what he said. 
Conclusion : Lesson taught by the story. 



Body. 



Lesson 7. 

Write a narrative from the following outline: 
Dick Whittington's Cat. 



Introduction 



Body . 



f Poor boy named Dick Whittington. 
' * \ No parents. 
I Almshouse. 

Hears London streets are paved with gold. 
Reaches there disappointed, freezing, starving. 
Kind man takes him home. 
Dick is put in charge of cook. 
Cook is cruel. 

' Sleeps in garret rilled with mice. 

Beaten by cook. 
Dick's trials. ^ Hard, dirty, work. 

Not enough to eat. 

Suffers from cold. 
Dick runs away. 

Bow bells ring, and seem to keep saying, "Turn 
again, turn again, thrice Mayor of London." 
Dick returns. 

Receives a penny for blacking a guest's shoes. 
Buys a cat. 

Takes cat to garret, and is freed from mice. 
Master sends ship to foreign ports. 
Each servant sends something to sell, and on 

return of ship is to receive money. 
Dick sends cat. 



NARRATIVE COMPOSITION. 



89 



Body (contin- 
ued) . 



Ridicule of other servants. 

Ship anchored in a foreign port. 

Captain invited to dinner by King. 

King and guests annoyed at table by rats. 

Captain brings Dick's cat. 

Destruction of rats. 

Cat sold for rare jewels and a fabulous sum of 

money. 
Ship returns home. 

Servants called to receive their money. 
Master tells Dick of his fortune. 
Dick's astonishment and joy. 

Conclusion: Rich and generous Sir Richard Whittington be- 
comes Lord Mayor of London three times. 



Lesson 8. 

The Lazy Farm-boy. 

Lazy in spring-time, before the leaves are green, 
Lazy in summer-time, beneath their leafy screen, 
Sure a lazier farm-boy never yet was seen ! 

His cheeks are round as apples, and browned by sun and breeze, 

He bears a pair of patches upon his sturdy knees, 

And wears the pleasant countenance of one who loves to please. 

The weeds are growing fast, and the master takes his hoe, 
And bids his farm-boy follow him, whether he will or no; 
He follows, as a farm-boy should, but he follows very slow. 

His master leads him to the field, and shows him all his task, 
And leaves him when in sunbeams the earth begins to bask, 
Just as the boy would like "How long ere dinner-time?" to ask. 

After awhile he thinks he hears an early apple fall, 
Now surely from the little wood he hears a phoebe call ! 
So he halts among the pumpkins beside the pasture-wall. 

For half an hour he gazes to find the apple-tree, 

And listens for the phoebe, but is not sure 'tis she, 

Then he takes his hoe and marvels so many weeds should be. 



90 COMPOSITION LESSONS. 

And now the face of heaven wears not a single cloud, 
The lazy boy above his hoe is for a brief space bowed, 
But soon, despondent, he stops short before a weedy crowd. 

"I think," he says, (" I am so tired!) — it must be nigh to noon; 
I'll listen for the mid-day bell; it should be ringing soon." 
He lies down in the shade to hear, and whistles a slow tune. 

There is no sound, the breezes die, he soon falls fast asleep; 
The weeds do not stop growing — thus will our labors keep. 
He wears a smile, for in his dream he hears a squirrel cheep. 

Eoused by the clanging bell of noon, he wakes with startled moan; 
" I wonder how it is," he says, " so many weeds were sown ! " 
" Because," I answer, " smart farm-boys are not like clover grown." 

— St. Nicholas. 

With the following helps make an outline for writing a 
narrative from the foregoing poem: 

From stanza one make one point for the introduction. 

Select the main thought in stanza two for the first point 
in the body of your story. 

Make three points of the three things told in stanza three. 

From the remaining stanzas make points of the different 
things that the boy does. 

Draw your own conclusion. 

Write a story from the outline that you have made. 
Suggestions for Subjects for Narrative Compositions. 



"St. Nicholas," both prose and 

poetry. 
"Wide Awake." 
Children's Reading Books. 
Children's stories and poems of 

standard authors. 
Stories of Animals. 



Stories of Plants. 

Stories of Persons. 

" Harper's Young People." 

" Youth's Companion. " 

Have children tell stories read 

at home. 
Stories from History. 



imaginative composition. 91 

Lesson 9. 
imaginative compositions. 

Butterflies. 

The bees were too busy making honey, 
The birds were too busy building nests, 

To carry one morning a message grave, 
To Elfland, for one of the fairy guests : 

(For this was before the butterflies 

Had ever been thought of under the skies.) 

Then the vexed fairy, who wished to send 

The message, leaned from a lily-bell, 
And in her tiny, silvery voice, 

She scolded poor old Dame Nature well : 
"Find us," said she, " a messenger light, 
Or else we fairies troop home this night." 

Dame Nature, who sat on a high green knoll, 

Spinning away in the golden light, 
Pushed her spectacles back on her brow, 

And thought for a moment with all her might; 
"I must do something, for well I know 
The flowers will pine if the fairies go!" 

Then some pansies she picked and gave them wings, 

A velvet poppy petal or two, 
Streaked them with gold and set them afloat, 

And they sailed away in the breezy blue. 
And this is the way that Dame Nature wise, 
Fashioned the first of the butterflies. 

Tell in prose what the writer of the preceding poem has said. 

Introduction . . Birds, bees, message. 

r Why fairy could not send message. 
The fairy's anger. 
What the fairy told Dame Nature, 
f Where she was. 
Dame Nature. \ Her appearance. 

L What she thought. 
h What Dame Nature did. 
Conclusion : From last two lines of poem. 



Body. 



92 COMPOSITION LESSONS. 

Lesson lO. 

Read the following story, then write it from memory in 
your own words: 

Narcissus. 

One day a youth named Narcissus, who had been hunt- 
ing in the forest, lost sight of his companions, and while 
looking for them, chanced to see a fountain flashing beneath 
a stray sunbeam. 

He drew near, and as he knelt upon the mossy bank, he 
saw his own image, as in a glass. He thought it some 
lovely water-sprite that lived within the fountain. 

" You are the most beautiful being my eyes ever looked 
upon/' said he, "you shall have all that is mine and I will 
forever be your faithful friend, if you will only come with 
me." 

The image only smiled and poor Narcissus, in the hope 
of winning so beautiful a companion, hung over the brink 
of the fountain forgetting his food and rest, but not losing 
sight for an instant of the lovely face. 

Day after day and night after night he stayed there, gaz- 
ing and grieving. He grew thin and pale and weak, until, 
worn out with disappointment, he pined away and died. 

When his friends found poor dead Narcissus, they were 
filled with sorrow, and they went about sadly to prepare a 
funeral pile. But, most wonderful to tell! when they 
returned to bear away the body, it could nowhere be found, 
and before their astonished eyes a little flower rose from the 
water's edge, just where their friend had died. 

They named the flower in memory of him, and it has 
been called Narcissus unto this very day. — St. Nicholas. 



Lesson 11. 

A Vistt to Santa Claus. 
Study the following outline, then write the story: 



IMAGINATIVE COMPOSITION. 93 

Introduction . . Thinking of Santa Claus and wondering what he 
would bring. 

Sudden appearance of a chubby little messenger. 

An invitation to the realm of Santa Claus. 

Queer little sleigh drawn by twelve tiny reindeer. 

Our trip through the air. 

Things that we saw. 

Everything covered with ice and snow, but no feeling 
Body . . <| of cold. 

Arrival at the Palace of Santa Claus. 

Its size and appearance. 

Welcome of Santa Claus. 

What was seen. 

Length of visit. 
. Return. 
Conclusion: Impression after the return. 

Lesson 12. 

' i Once-on-a-time . ' ' 

Heigh-ho ! What frolics we might see, 
If it only had happened to you and me, 
To be born in some beautiful far-off clime, 
In the country of Somewhere, once-on-a-time ! 

Why, once-on-a-time there were mountains of gold, 
And cans full of jewels, and treasures untold; 
There were birds just waiting to fly before, 
And show you the way to the magical door. 

And, under a tree, there was sure to be 

A queer little woman to give you the key ; 

And a tiny, dancing, good-natured elf, 

To say, with his scepter : " Help yourself ! " 

For millions of dollars grew from a dime, 

In the country of Somewhere, once-on-a-time. 

If we lived in the country of Somewhere, you 
Could do whatever you chose to do. 
Instead of a boy, with a garden to weed, 
You might be a knight, w T ith a sword and steed. 
Instead of a girl, with towel to hem, 



94 



COMPOSITION LESSONS. 



I might be a princess, with robe and gem ; 
With a gay little page, and a harper old, 
Who knew all the stories that ever were told, — 
Stories in prose, and stories in rhyme, 
That happened somewhere, once-on-a-time. 

In the country of Somewhere, no one looks 
At maps and blackboards and grammar books, 
For all your knowledge just grows and grows, 
Like the song in a bird, or the sweet in a rose. 
And if ever I chance, on a fortunate day, 
To that wonderful region to find my way, 
Why, then, if the stories all are true, 
As quick as I can, I '11 come for you, 
And we '11 row away to its happy shores, 
In a silver shallop with golden oars. 

—St. Nicholas. 

By the help of the following outline write, in prose, what 
the author of this imaginative poem has said: 

Introduction . . The lament. 

f Gold. 
Jewels. 
Birds. 

Magical door. 
Queer little woman. 

Body . . J Tin y elf • 

Millions of dollars. 
What the boy would not have to do. 
What the girl could do. 
I How knowledge would come. 
Conclusion : What will happen if this happy land is reached. 



What happened somewhere, 
once-on-a-time . , . 



Suggestions for Imaginative Compositions. 

The Quarrel of the Lily and the 

Sunflower. 
History of a Pen. 
Stories from children's books, 

papers, and magazines. 
Fairy tales by standard authors. 



Imaginary trips to countries, 

planets, and cities. 
What I Saw at the South Pole. 
The Bird's Carnival. 
What the Moon Told Me. 
How the Rose Became Red. 



PART II. 



7— LL 



NOTE TO THE TEACHER. 

The lessons in Part II. are intended to be a simple introduction to 
the subject of grammar. As in Part I., the lessons should be sup- 
plemented by a variety of drill work suggested by the teacher. 
The language work planned in the Readers should also be used in 
connection with these lessons. 



PART II 



AN EXERCISE IN DISCRIMINATION. 

To the Teacher. — In the first part of the following story all the 
names and words that stand for names are printed in italics. After 
the pupil has carefully noted these, he is to make an effort to select 
from the second part all the words that are similar in office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beautiful 
river of clear water. Hardy has a donkey that he calls Aures 
and upon this donkey he rides everywhere over the hills. 
Sometimes Aures is cross and then he does some strange 
things. One day Hardy was riding him after the cows and 
they came to a mountain that was very steep. Aures does 
not like steep mountains, so when he saw it he stopped, 
stiffened his legs, and stood still. Hardy coaxed him in 
every way, but the stubborn fellow only switched his tail 
as if he were saying " You must climb that hill alone." 
Hardy left him and when he returned Aures was waiting 
for him. Hardy gives Aures a lump of sugar when he has 
been good, but after this naughty prank he received no sugar 
for many days. Aures often puts his feet together and 
humps his back quickly when he thinks Hardy has ridden 
enough, but Hardy rides so well he is seldom thrown. 

Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted 
sullenly down the road to the river and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures carries loads of wood from the hills, and bags 



98 PARTS OF SPEECH. 

of clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy when Hardy 
lets them ride. 



Lesson l. 

Names and Words that Stand for Names. 

Name three things that you see in this room. 

Give the names of two flowers. 

Tell the names of two animals. 

Give the names of four kinds of fruit. 

In the following sentences, which words are names: 

The spider is not an insect. 
Bees and butterflies live upon flowers. 
London is the largest city in the world. 
Make hay while the sun shines. 
Linen is made from flax. 

1. Ira thought that Ira was late. 

2. Ira thought that he was late. 

3. Jerry found a ball, and put it away. 

4. Susie said that she would go. 

In sentence one, how many times do you find the name 
Ira? 

In sentence two, what word is used in place of the word 
Ira? 

In sentence three, find the names. 

What word in sentence three is used instead of the name 
ball? 

In sentence four, find the name and the word that stands 
for a name. 

In the following sentences, tell which words are names, and 
which words stand for names: 

1. Effie said, " Give the book to me." 



NAMES AND WORDS THAT STAND FOR NAMES. 99 

2. Are you going home, Robert? 

3. Louis gave his fish to Albert. 

4. Avis thinks that she is taller than Sara is. 

5. They saw him cross the bridge. 

6. Sidney and Roma love their pets. 

7. Emile thought that he would catch some fish. 

8. Has Elletta her new book? 

SUMMARY. 
Memorize : 

Words that name are called NOUNS. 

Words that stand for names are called PRONOUNS. 

Note to Teacher. — For variety and drill-work, frequently use Read- 
ers. Have pupils select the parts of speech from the reading lessons. 

Sometimes the nouns for which pronouns stand are not 
expressed in the sentence. 

Example : You have a new hat. 

Select the Pronouns in the following sentences: 

1. I am going home. 

2. May we see the kittens ? 

3. Do you see us? 

4. Mother loves me. 

5. I was looking for you. 



Lesson 2. 

Common and Proper Nouns. 

.. (The girl can sing. 2 (The kitten is playing. 

(Anna can sing. " (Snowball is playing, 

o (The city is large. 

(San Francisco is large. 

Mention the names in group one. 

Which of these may be given to one girl, as well as to 
another; that is, to any one of this whole class of persons. 
Which is a girl's special name ? 



100 PARTS OF SPEECH. 

Which name in group two is given to each of a class of 
animals ? 

Which is given to a special kitten? 

Give the class name in group three. 

Give the special name in group three. 

How are the special names of each group written? 

Arrange the following words in two columns, putting the 
class names in one, and the special names in the other: 



Alice 


chair 


leaf 


kite 


fox 


Stockton 


Emma 


Lucy 


tree 


peaches 


pencil 


Roy 


snap 


Washington 


knife 


paper 


Edwin 


horse 


Dexter 


Chico 


orize : 


SUMMARY. 





Class names, or those which may be applied to any one of a class, 
are COMMON NOUNS. 

Special names, or those given to special individuals of a class, are 
PROPER NOUNS. 



Lesson 3. 

Fill the blanks in the story below with nouns from the fol- 
lowing list: 

ships wood skins bark 

Fred water boats oars 

men log trees sails 

time boat animals iron 

Uncle Tom persons 

"Have — always had in which to sail on the 

?" asked . 



" No," said - ; " there was a when - — did 

not know how to make ," 



AN EXERCISE IN DISCRIMINATION. 101 

"But had they no means of sailing upon the ?" 

asked . 

"Yes; I suppose there never was a time when did 

not in some way sail upon the ." 

First, small s were made of the of and the 

of . 



Sometimes a was made by digging out or burning 

out the inside of a large . 

Men found out how to make larger and longer . 

Even the largest were pulled along by till 

became known. 

Then , first of , and then of were built; and 

now there are large enough to transport thousands of 



AN EXERCISE IN DISCRIMINATION. 

To the Teacher. —In the first part of the following story all the 
ivords that state are printed in italics. After the pupil has carefully 
noted these, he is to make an effort to select from the second part 
all the words that are similar in office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beautiful 
river of clear water. Hardy has a donkey that he calls 
Aures and upon this donkey he rides everywhere over the 
hills. Sometimes Aures is cross and then he does some 
strange things. One day Hardy was riding him after the 
cows and they came to a mountain that ivas very steep. 
Aures does not like steep mountains, so when he saw it he 
stopped, stiffened his legs, and stood still. Hardy coaxed 
him in every way, but the stubborn fellow only switched his 
tail as if he ivere saying " You must climb that hill alone." 
Hardy left him and when he returned Aures was waiting for 
him. Hardy gives Aures a lump of sugar when he has been 
good, but after this naughty prank he received no sugar for 



102 PARTS OF SPEECH. 

many days. Aures often puts his feet together and humps 
his back quickly when he thinks Hardy has ridden enough, 
but Hardy rides so well he is seldom thrown. 

Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted 
sullenly down the road to the river and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures carries loads of wood from the hills, and bags 
of clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy wdien Hardy 
lets them ride. 



Lesson 4. 

Words that State. 

1. Myrtie studies. 

2. Swallows are twittering. 

3. Water freezes. 

4. Alaska was bought. 

In sentence one, which word tells, or states, what Myrtle 
does? 

In sentence two, what two words state something about 
the swallows? 

In sentence three, of what does the word freezes state 
something ? 

In sentence four, what do the words was bought do? 

Write a statement about Robert. 

Write a statement about some animal. 

Write a statement about a tree. 



WORDS THAT STATE. 
Write a statement about yourself. 
Pick out the words that do the stating. 



103 



SUMMARY. 



Memorize : 



Words that state are called VERBS. 

Which verbs in the following sentences consist of one word I 
Which consist of more than one? 



1. Ruby runs. 

2. An owl can fly. 

3. Fishes swim. 

4. Harold has been studying. 



5. Flora must walk. 

6. The horse trots. 

7. Father may be reading. 

8. Sara can sew. 



Male statements , using in each a verb from column two, a 
noun from column one, and a group of words from column 
three: 



1. 

Nora g 

boys 

Edwin 

birds 

clouds 


2. 

can fish 
float 

fly 

plays 
quarreled 




3. 

in the air 
with her doll 
over the valley 
with his sister 
in the stream 




Lesson 


S. 





Words that Ask. 

1. Lincoln was shot. 3. Bismarck can speak. 

2. The wind is blowing. 4. Lessie may play. 

5. Women must weep. 

Select the verbs in the above sentences. 

Change the above statements to questions, so that each 
verb will ask instead of state. 

What do you notice about the position of the verbs in 
your questions ? 



104 



PARTS OF SPEECH. 



Make questions, using in each a verb from column two, a 
noun from column one, and a group from column three; 



1. 


2. 


3. 


linen 


may fall 


on the piano 


rats 


is made 


of flax 


Andrew 


can play 


in our barn 


snow 


are found 


in the ocean 


mother 


can swim 

SUMMARY. 


during the winter 


Words that ask are 


also called VERBS. 





1. Who rules in India? 2. What destroyed Lisbon? 

3. Which boys study? 

In sentence one, what pronoun helps the verb rules to ask 
the question? 

In sentence two, what is the verb? 

What pronoun helps this verb to ask the question? 

In sentence three, what is the word which? What does 
it do? 

In the following sentences, select the verbs and the asking 
pronouns: 

1. Who conquered Mexico? 

2. Which way did Lidia go? 

3. W 7 hat did Fulton do? 

4. Which city ships most wheat? 

5. Who discovered the Mississippi river? 

6. What did you say ? 



Lesson 6. 

Words that Commanp. 
Change the folloiving sentences to commands: 



1. Soldiers fight. 2. Cowards run. 



Faithful dogs watch. 



WORDS THAT COMMAND. 105 

What word in your first sentence commands the soldiers 
to do something ? 

What is the commanding word in your second sentence ? 
In your third sentence, what does the word watch do? 

Make commands, using in each a verb from column two, a 
nonn from column one, and a group from column three: 



1. 


2. 


3. 


Rover 


hide 


in this book 


Horace 


jump 


to your mother 


Rachel 


go 


behind the door 


Ora 


study 


over the ditch 


Stephen 


run 


to the store 



SUMMARY. 
Words that command are also called VERBS. 
Memorize : 

VERBS are words that state, ask, or command. 



Lesson 7. 

Make statements, using one of the following verbs in each: 
can write are being punished 



conquered 


talks 


sang 


ripples 


must work 


will remain 


may go 


struck 


sleeps 


is sewing 



Make questions, using one of the above verbs in each. 

Make ten commands, and draw a line under the verb in 
each sentence. 

Select five verbs of one word each from your reading lesson. 

Select five verbs of more than one word each from your 
reading lesson. 



106 parts of speech. 

Lesson 8. 

After reading this poem carefully, select from it and write 
in one column sixteen nouns; in another column, fifteen verbs. 

Poor Tray is asleep in the noonday sun, 
And the flies go about him, one by one; 
And pussy sits near with a sleepy grace, 
Without even thinking of washing her face. 

There flies a bird to a neighboring tree, 
But very lazily flieth he; 
And he sits and twitters a gentle note, 
And scarcely ruffles his little throat. 

I wish, O I wish I was yonder cloud 

That sails about with its misty shroud; 

Books and work I'd no more see, 

And I'd come and float, dear mother, o'er thee. 



AN EXERCISE IN DISCRIMINATION. 

To the Teacher. — In the first part of the following story all the 
words joined to nouns to shoiv "what kind" or to "limit" them 
are printed in italics. After the pupil has carefully noted these, he 
is to make an effort to select from the second part all the words 
that are similar in office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beautiful 
river of clear water. Hardy has a donkey that he calls 
Aures and upon this donkey he rides everywhere over the 
hills. Sometimes Aures is cross and then he does some 
strange things. One day Hardy was riding him after the 
cows and they came to a mountain that was very steep. 
Aures does not like steep mountains, so when he saw it he 
stopped, stiffened his legs, and stood still. Hardy coaxed 
him in every way, but the stubborn fellow only switched his 
tail as if he were saying " You must climb that hill aloneP 



WORDS THAT SHOW " WHAT KIND." 107 

Hardy left him and when he returned Aures was waiting 
for him. Hardy gives Aures a lump of sugar when he has 
been good, but after this naughty prank he received no 
sugar for many days. Aures often puts his feet together and 
humps his back quickly when he thinks Hardy has ridden 
enough, but Hardy rides so well he is seldom thrown. 

Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted 
sullenly down the road to the river and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures carries loads of wood from the hills, and bags 
of clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy when Hardy 
lets them ride. 



Lesson 9. 

Words Joined to Nouns to Show "What Kind." 

1. The pretty little girl has a fragrant pink rose. 

2. That old man has ripe fruit for sale. 

3. A tin pail sits under that large tree. 

What two words in sentence one show what kind of a 
girl is spoken of? 

What two words are joined to the noun rose to show 
what kind of a rose the girl has? 

In sentence two, select the words that show what kind, 
and tell to what nouns they are joined. 

In sentence three, tell what the words tin and large do. 



108 PARTS OF SPEECH. 

Write the opposite of each of the following words before 
some noun: 

Example : 

wide 
(opposite) narrow ribbons 

sour rough empty tall 

rich quick sharp light 

hard dry thin clean 

From the lists below select eight words that show u what kind" 
and use them correctly in the following sentences: 

fresh fire green fragrant 

this fearless high the 

brilliant fleet that fine 

1. Last evening we had a sunset. 

2. Did Sheridan ride a horse? 

3. Does butter come to the city every day? 

4. Those fields make pasture for the cattle. 

5. General Grant was a soldier. 

6. Who sent me this bouquet of flowers ? 

7. The castle was surrounded by a wall. 

SUMMARY. 

Memorize : 

Words joined to nouns to show " what kind," are said to describe. 



Lesson 10. 

Words that Limit Nouns by " Pointing Out." 

1. These apples are sour. 4. That wagon is empty. 

2. Those clouds are fleecy. 5. Those sheep are black. 

3. This pen is good. 6. These rabbits are white. 

In sentence one, what word points out the apples that are 
sour? 

In sentence two, what word points out which clouds are 
fleecy ? 



WOfiDS THAT LIMIT. 



109 



In sentence three, what noun does the word this point 
out ? 

In sentence four, what noun does the word that point 
out ? 

In sentence five, what does the word those do? 

In sentence six, what does the word these do? 

Fill the blanks in these sentences with words that Ci point out. " 

1. knife is mine, but one is yours. 

2. Cecelia picked cherries from tree. 

3. Which do you choose, book or picture? 

4. Harry, come and look at — — pictures. 

5. high mountain is a long way off. 

6. I saw man with — — women yesterday. 

7. Does top in my hand belong to boy? 

8. Are dogs chasing hare ? 

9. I like book better than - — - one. 

10. Mrs. Smith gave me flowers. 



Lesson 11. 
Words that Limit Nouns without Pointing Out. 

1. Eobert sold six newspapers. 

2. Julia found the first shell. 

3. Many animals live in South America. 

4. Please give me some sugar. 

5. Have you any bread? 

6. Few girls can sew well. 

7. All boys should be truthful. 

In sentence one, what nonn does the word six limit by 
showing how many? 

In sentence two, what word limits the noun shell by 
showing which one was found? 

In sentence three, what noun does the word many limit? 

In sentence four, what word limits the noun sugar f 

In sentence five, what does the word any do? 



110 PARTS OF SPEECH. 

In sentence six, what does the word few do? 
In sentence seven, what does the word all do? 
Before each of the following nouns write a word that limits 
without pointing out, and complete the sentence with a verb: 

1. girl . 4. boys . 

2. men . 5. chair . 

3. The water . 6. money . 

SUMMARY. 
Memorize : 

Words that describe or limit nouns are called ADJECTIVES. 

Fill the blanks in the following sentences with adjectives 
selected from the list below: 

sour the bright third 

this some those either 

green little tall many 

describe limit 

1. boys will learn things. 

describe limit 

2. girls often play w T ith kitten. 

describe limit limit 

3. trees grow on side of river. 

limit describe limit describe 
4. apple is no better than plums. 

limit limit 
5. children learn to read in their year. 



AN EXERCISE IN DISCRIMINATION. 

To the Teacher. — In the first part of the following story all the 
phrases joined to nouns to describe or limit them are printed in italics. 
After the pupil has carefully noted these, he is to make an effort to 
select from the second part all the phrases similar in office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beauti- 
ful river of clear water. Hardy has a donkey that he calls 



ADJECTIVE PHRASES. Ill 

Aures, and upon this donkey lie rides everywhere over the 
hills. Sometimes Aures is cross, and then he does some 
strange things. One day Hardy was riding him after the 
cows and they came to a mountain that was very steep. 
Aures does not like steep mountains, so when he saw it he 
stopped, stiffened his legs, and stood still. Hardy coaxed 
him in every way, but the stubborn fellow only switched 
his tail as if he were saying "You must climb that hill 
alone.' 7 Hardy left him and when he returned Aures was 
waiting for him. Hardy gives Aures a lump of sugar when 
he has been good, but after this naughty prank he received 
no sugar for many days. Aures often puts his feet together 
and humps his back quickly when he thinks Hardy has 
ridden enough, but Hardy rides so well he is seldom thrown. 
Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted 
sullenly down the road to the river, and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are used 
to the water, laughed heartily and thought it a fine joke. 
Aures carries loads of wood from the hills, and bags of 
clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy when Hardy 
lets them ride. 



Lesson 12. 

Adjective Phrases. 

1. 2. 

honest men men of honor 

valuable horses horses of value 

red dresses dresses of red color 

evening star star of the evening 

8— LL 



112 PARTS OF SPEECH. 

What adjective in column one describes the noun men? 

What group of words in column two means the same 
thing, and also describes the noun men? 

In column one, what noun does the adjective valuable 
describe? 

In column two, what noun do the words of value describe ? 

What adjective in column one describes the noun dresses, 
and what group of words in column two does the same 
thing, and has the same meaning? 

In column one, what does the word evening do? 

In column two, what do the words of the evening do? 

Before each of the following groups of words write some 
noun. Then change the group to an adjective. 

Model: 

Days of youth=Youthful days. 

of youth of iron 

of wealth of woolen cloth 

— of wisdom of rags 

of oak — of spring 

Write a noun after each of the following adjectives. Then 
change the adjective to a group of words with the same meaning. 

French tin paper glass 

morning stone truthful vigorous 



AN EXERCISE IN DISCRIMINATION. 

To the Teacher. — In the first part of the following story all the 
clauses joined to nouns to describe or limit them are printed in italics. 
After the pupil has carefully noted these, he is to make an effort 
to select from the second part all the clauses that are similar in office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beautiful 
river of clear water. Hardy has a donkey that he calls 



ADJECTIVE CLAUSES. 113 

Aures and upon this donkey he rides everywhere over the 
hills. Sometimes Aures is cross and then he does some 
strange things. One day Hardy was riding him after the 
cows and they came to a mountain that was very steep. 
Aures does not like steep mountains, so when he saw it he 
stopped, stiffened his legs, and stood still. Hardy coaxed 
him in every way, but the stubborn fellow only switched 
his tail as if he were saying "You must climb that hill 
alone." Hardy left him and when he returned Aures was 
waiting for him. Hardy gives Aures a lump of sugar when 
he has been good, but after this naughty prank he received 
no sugar for many days. Aures often puts his feet together 
and humps his back quickly when he thinks Hardy has 
ridden enough, but Hardy rides so well he is seldom thrown. 
Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted sul- 
lenly down the road to the river and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures carries loads of wood from the hills, and bags 
of clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy when Hardy 
lets them ride. 





Lesso 


N 13. 




Adjective 


Clauses. 


1. 

cruel boys 
fierce animals 
rusty nails 




2. 
boys who are cruel 
animals that are fierce 
nails that are rusty 



114 



PARTS OF SPEECH. 



In column one, what adjective describes the noun boys? 

In column two, what group of words means the same 
thing and describes the noun boys? 

What group in column two means the same thing as the 
adjective fierce? What noun does each describe? 

In column one, what is the word rusty, and what does it 
do? 

What do the words that are rusty do? 

1. 2. 

smile of triumph boys who tell the truth 

men of truth stars which shine in the evening 

stars of the evening smile that is triumphant 

Look at each italicized group in column one above, and 
find a group in column two that means the same thing. 
Find the noun in each group of column one. 
Find the noun in each group of column two. 
Find the verb in each group of column two. 
See if you can find any verbs in column one. 

Write the following adjectives in one column; in the second 
column write an equivalent group of words without a verb; in 
the third column an equivalent group of words with a verb: 



1. 


2. 


3. 


Adjective 


Equivalent group of words 
without a verb 


Equivalent group of words 
with a verb 


active 


of activity 


who is active. 


honest 






important 






strong 






brave 






courageous 






wooden 







SUMMARY. 

Memorize : 

A group of words without a verb used in describing a noun is called 
an ADJECTIVE PHRASE. 

A group of words with a verb used in describing a noun is called 
an ADJECTIVE CLAUSE. 



WORDS THA T SHO W "HO W," " WHERE," OR " WHEN." 115 

AN EXERCISE IN DISCRIMINATION. 

To the Teacher. — In the first part of the following story all the 
words that show " how" " where t " or " when " are printed in italics. 
After the pupil has carefully noted these, he is to make an effort 
to select from, the second part all the words that are similar in 
office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beautiful 
river of clear water. Hardy has a donkey that he calls 
Aures and upon this donkey he rides everywhere over the 
hills. Sometimes Aures is cross and then he does some 
strange things. One day Hardy was riding him after the 
cows and they came to a mountain that was very steep. 
Aures does not like steep mountains, so when he saw it he 
stopped, stiffened his legs, and stood still. Hardy coaxed 
him in every way, but the stubborn fellow only switched 
his tail as if he were saying " You must climb that hill 
alone." Hardy left him and when he returned Aures was 
waiting for him. Hardy gives Aures a lump of sugar when 
he has been good, but after this naughty prank he received 
no sugar for many days. Aures often puts his feet together 
and humps his back quickly when he thinks Hardy has rid- 
den enough, but Hardy rides so well he is seldom thrown. 

Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty , 
little donkey felt angry at so heavy a load. He trotted sul- 
lenly down the road to the river and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures and Hardy are great friends and are seldom 
apart. The little boys who live near Hardy think him a 
lucky boy and are always happy when Hardy lets them 
ride. 



116 PARTS OF SPEECH. 

Lesson 14. 
Words Joined to Verbs to Show "How." 



1. Hulda moves quietly. 

2. Helen writes well. 



3. William speaks correctly. 

4. Snails move slowly. 



Select the word in sentence one that shows how Hulda 
moves. 

Find the word in sentence two that shows how Helen 
writes. 

In sentence three, what word is joined to the verb to 
show how William speaks? 

In sentence four, what does the word slowly show? 

Use each noun in column one with some verb from column 
two, and to the verb join some word that shows u how" from 
column three: 



1. 


2. 


3. 


Cornelia 


chose 


quickly 


children 


fell 


easily 


Solomon 


close 


silently 


wheels 


should obey 


wisely 


oysters 


sews 


firmly 


snow 


turn 

Lesson IB. 


tightly 



Words Joined to Verbs to Show " Where." 



1. Carlo sleeps here. 

2. Mr. Hobson works there. 



3. The sun shines everywhere. 

4. Flash ran away. 



What word shows where Carlo sleeps? 

What word shows where Mr. Hobson works? 

Find the verb in sentence three. 

What word is joined to it to show where? 

In sentence four, what does the word away do ? 



WORDS THA T SHO W "HO TF," " WHERE; 1 OR " WHEN." 117 

Join a word that shows " where" selected from the list below, 
to each verb in the following sentences: 



there 


hither 


here 


everywhere 


somewhere 


aloft 


yonder 


anywhere 


away 


aboard 


backwards 


down 


forwards 


ashore 


forth 


homeward 


His pen was 








Are your frie 


nds ? 






The girls are 


hiding 


. Girls, come - 





God is . 

I can not find my hat — 

Did the baby fall ? 

The bird flew . 



The sailors sprang . 

Come , my little daughter. 

When the ship landed we all went . 

The captain walked and across the deck. 

The ship sailed soon after the crew went . 

But comes the glorious King of Day. 

The weary plowboy plods . 



Lesson 16. 

Words Joined to Verbs to Show "When." 

1. The rain is falling now. 3. Farmers rise early. 

2. Our friends came yesterday. 4. The hunters returned late. 

Find the verb in sentence one. 
What word is joined to it to show when? 
In sentence two, to what verb is the word yesterday joined? 
What does the word yesterday show? 
In sentence three, find the verb and the word, that shows 
when. 

In sentence four, what does the word late do? 



118 PARTS OF SPEECH. 

Write sentences, using, in each, one of the following words 
joined to some verb to show when: 

to-day* soon frequently 

lately now never 

often always seldom 

SUMMARY. 

Memorize : 

Words joined to verbs to show how, where, or when, are called 
ADVERBS. 



Lesson 17. 

Adverbs are also joined to adjectives or other adverbs, to 
modify their meaning. 

f The Aztecs were an exceedingly intelligent 

race. 
Very fine coffee comes from Arabia. 
The Ked King rode through a terribly 

gloomy forest. 
China is the most populous country in the 

world. 



Joined to adjectives. 



Joined to adverbs. 



Hasty opinions are quite frequently wrong. 
Harold came quietly forward. 
The rain fell very gently. 
L You should listen more attentively. 

Go through the following sentences and select the adverbs 
that modify adjectives: go through, again, and select those 
that modify adverbs: 

1. They sang very merrily. 

2. We were nearly asleep. 

3. He is almost there. 

4. Were Washington and Napoleon equally great? 

5. California produces much more fruit than any other 
state does. , 

6. He was somewhat hasty in his reply. 

7. The man was quite liberally rewarded. 



ADVERBIAL PHRASES. 119 

8. That general had scarcely any tact. 

9. Your brother is more easily taught than you are. 

10. Lake Tahoe contains unusually fine trout. 

11. How rapidly the moments fly. 

12. We too often speak thoughtlessly. 



Lesson 18. 

1. Where is Nelson buried? 

2. Why was Alaska bought? 

3. When did Garfield die? 

What is the verb in sentence one ? 

What adverb helps ask the question ? > 

Select the adverb in sentence two. 

What verb does it help to ask the question ? 

What does the word when do in sentence three ? 

In the following sentences fill the blanks with adverbs that 
help ash questions: 

will Germany fight? 

did Columbus think that the world was round? 

did the Pilgrims land ? 

was Andre shot ? 

was the Declaration of Independence written ? 

do the Arabs live ? 



AN EXERCISE IN DISCRIMINATION. 

To the Teacher. — In the first part of the following story all the 
phrases that shov: " how," u where " or "when" are printed in italics. 
After the pupil has carefully noted these, he is to make an effort to 
select from the second part all the phrases that are similar in office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beautiful 
river of clear water. Hardy has a donkey that he calls 
Aures and upon this donkey he rides everywhere over the 
hills. Sometimes Aures is cross and then he does some 



120 PARTS OF SPEECH. 

strange things. One day Hardy was riding him after the 
cows and they came to a mountain that was very steep. 
Aures does not like steep mountains, so when he saw it he 
stopped, stiffened his legs, and stood still. Hardy coaxed 
him in every way, but the stubborn fellow only switched 
his tail as if he were saying " You must climb that hill 
alone." Hardy left him and when he returned Aures was 
waiting for him. Hardy gives Aures a lump of sugar when 
he has been good, but after this naughty pra,nk he received 
no sugar for many days. Aures often puts his feet together 
and humps his back quickly when he thinks Hardy has 
ridden enough, but Hardy rides so well he is seldom thrown. 
Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted 
sullenly down the road to the river and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures carries loads of wood from the hills, and bags 
of clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy when Hardy 
lets them ride. 



Lesson 19. 
Adverbial Phrases. 

1. The kitten sleeps in the basket. 

2. Napoleon died at St. Helena. 

3. I will go in the morning. 

Select the verb in sentence one. 

What phrase shows where the kitten sleeps? 

Find the verb in sentence two. 



ADVERBIAL GLAUSES. 121 

Find the phrase in sentence two. 
What does the phrase show ? 
Find the phrase in sentence three. 
To what verb is it joined to show when? 

In the following sentences write the verbs in one column 
and the phrases that belong to them opposite in another column: 

1. Livingston died in Africa. 

2. On every height there lies repose. 

3. Gunpowder was first used in China. 

4. There are beautiful homes on the Hudson river. 

5. Bamboo is imported from China. 

6. Persevere by patience. 

7. Beautiful clouds appear in August. 

8. Many ships sail across the Atlantic. 

SUMMARY. 

Memorize : 

Phrases joined to verbs to show how, where, or when, are called 
ADVERBIAL PHRASES. 



AN EXERCISE IN DISCRIMINATION. 

To the Teacher. — In the first part of the following story all the 
clauses that show "when" are printed in italics. After the pupil 
has carefully noted these, he is to make an effort to select from 
the second part all the clauses that are similar in office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beautiful 
river of clear water. Hardy has a donkey that he calls 
Aures and upon this donkey he rides everywhere over the 
hills. Sometimes Aures is cross and then he does some 
strange things. One day Hardy was riding him after the 
cows and they came to a mountain that was very steep. 
Aures does not like steep mountains, so when he saw it he 
stopped, stiffened his legs, and stood still. Hardy coaxed 
him in every way, but the stubborn fellow only switched 



122 PARTS OF SPEECH. 

his tail as if he were saying " You must climb that hill 
alone." Hardy left him and when he returned Aures was 
waiting for him. Hardy gives Aures a lump of sugar when 
he has been good, but after this naughty prank he received 
no sugar for many days. Aures often puts his feet together 
and humps his back quickly when he thinks Hardy has rid- 
den enough, but Hardy rides so well he is seldom thrown. 

Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted sul- 
lenly down the road to the river and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures carries loads of wood from the hills, and bags 
of clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy when Hardy 
lets them ride. 



Lesson 20. 

Adverbial Clauses. 

1 . Columbus rejoiced when land appeared. 

2. There were many books before printing was invented. 

3. Bunyan wrote as he thought. 

In sentence one, what clause is joined to the verb rejoiced 
to show when? 

In sentence two, select the clause that shows when. To 
what verb is it joined? 

In sentence three, what clause shows how? To what 
verb is it joined? 

In the following sentences select the clauses that shoiv how, 
when, or where, and tell to what verbs they are joined: 



ADVERBIAL PHRASES AND CLAUSES. 123 

1. The curfew rang when the sun went down. 

2. The soldiers rejoiced after the battle was won. 

3. Mammon wins where Seraphs would despair. 

4. Henry holds the plow as his father taught him. 

SUMMARY. 

Memorize : 

Clauses joined to verbs to show how, when, or where, are called 
ADVERBIAL CLAUSES. 

Make sentences, using, in each, one of the following phrases or 
clauses. Draw one line under each clause, and two under 
each phrase: 

in the box during the winter 

from San Juan by moonlight 

when the rain falls as the signal was given 

with great care with my mother 

while the moon shines when the bell rang 

before dinner at the concert 



Lesson 21. 

Make four columns of the clauses and phrases in the follow- 
ing sentences. In column one put the adjective phrases, in 
column two the adjective clauses, in column three the adverbial 
phrases, and in column four the adverbial .clauses: 

1. The Arabs own horses of great value. 

2. The tree that produces chocolate grows in Mexico. 

3. Dan was riding over the snow. 

4. We came from the field when the sun went down. 

5. Boys of industrious habits become prosperous men. 

6. The men who went hunting are camping where game 
is plentiful. 

7. Many officers of high rank were staying at the coast. 

8. Plants that grow in warm climates become very large. 

9. We enjoy rowing when the weather is cool. 



124 PARTS OF SPEECH. 

10. The horse that my father bought came from Ken- 
tucky. 

11. The feathers of the ostrich are used for trimming 
hats. 

12. When the wind blows the cradle will rock. 

13. How long was the war of the Revolution? 

14. Peter H. Burnett, who was the first Governor of Cali- 
fornia, was born in Tennessee. 



AN EXERCISE IN DISCRIMINATION. 

To the Teacher. — In the first part of the following story all the 
words that join are printed in italics. After the pupil has carefully 
noted these, he is to make an effort to select from the second part 
all the words that are similar in office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beautiful 
river of clear water. Hardy has a donkey that he calls 
Aures and upon this donkey he rides all over the hills. 
Sometimes Aures is cross and then he does some strange 
things. One day Hardy was riding him after the cows and 
they came to a mountain that was very steep. Aures does 
not like steep mountains, so when he saw it he stopped, 
stiffened his legs, and stood still. Hardy coaxed him in 
every way, but the stubborn fellow only switched his tail 
as if he were saying " You must climb that hill alone." 
Hardy left him and when he returned Aures was waiting 
for him. Hardy gives Aures a lump of sugar when he has 
been good, but after this naughty prank he received none 
for many days. Aures often puts his feet together and 
humps his back quickly when he thinks Hardy has ridden 
enough, but Hardy rides so well he is seldom thrown. 

Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted sul- 
lenly down the road to the river and when he reached the 



WORDS THAT JOIN. 125 

water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures carries loads of wood from the hills, and bags 
of clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy when Hardy 
lets them ride. 

Lesson 22. 
Words that Join. 

1. Grapes and currants are sweet. 

2. Lambs run and jump. 

3. The merchant sells boots and shoes. 

4. The boy has a top and the girl has a doll. 

5. That train went over the bridge and through the tunnel. 

In sentence one, what word joins the tw r o nouns? 
In sentence two, what does the word and join? 
In sentence three, what does the word and do? 
What are joined by the word and, in sentence four? 
Find what the word and joins in sentence five. 

In each of the sentences below put one of the following join- 
ing words: 

but if nor unless or because and 

1. I shall go either to Santa Cruz Monterey. 

2. Alice is coming, Josie is not. 

3. Coffee tea are sold here. 

4. Arthur neither sings plays. 

5. Mary will go it does not rain. 

6. Henry will come it rains. 

7. I love you you are good. 



126 PARTS OF SPEECH. 

Tale each group in column one and, ivith some word in col- 
umn two, join it to a group in column three: 

l. 

Mother punished Lucia 
1 can not learn this lesson 
Roland went to town 

I will lend you my umbrella 
Ella will go to Sacramento 
Columbus discovered America 



Memorize : 

"Words used to join words, sentences, or parts of sentences, are 
called CONJUNCTIONS. 



2. 


3. 


although 


you must not lose it. 


but 


she was disobedient. 


if 


claimed it for the Spanish 




crown. 


because 


the weather was very cold. 


unless 


her mother will go with her. 


ca and 


I find my book. 


SUMMARY. 





AN EXERCISE IN DISCRIMINATION. 

To the Teacher. — In the first part of the following story all the 
words that join by showing relation are printed in italics. After 
the pupil has carefully noted these, he is to make an effort to select 
from the second part all the words that are similar in office. 

Hardy and His Donkey. 

Hardy lives in the mountains of California by a beautiful 
river of clear water. Hardy has a donkey that he calls 
Aures and upon this donkey he rides everywhere over the 
hills. Sometimes Aures is cross and then he does some 
strange things. One day Hardy was riding him after the 
cows and they came to a mountain that was very steep. 
Aures does not like steep mountains, so when he saw it he 
stopped, stiffened his legs, and stood still. Hardy coaxed 
him in every way, but the stubborn fellow only switched his 
tail as if he were saying " You must climb that hill alone." 
Hardy left him and when he returned Aures was waiting for 
him. Hardy gives Aures a lump of sugar when he has been 
good, but after this naughty prank he received no sugar for 
many days. Aures often puts his feet together and humps 



WORDS THAT JOIN BY SHOWING RELATION 127 

his back quickly when he thinks Hardy has ridden enough, 
but Hardy rides so well he is seldom thrown. 

Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted sul- 
lenly down the road to the river and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures carries loads of wood from the hills, and bags 
of clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy when Hardy 
lets them ride. 



Lesson 23, 

Words that Join by Showing Relation. 

1. The book on the desk is torn. 

2. The book in the desk is torn. 

3. The book under the desk is torn. 

4. The book by the desk is torn. 

In sentence one, what word joins the noun desk to the 
noun book by showing the position of the book in regard to 
the desk? 

What word in sentence two joins the noun desk to the 
noun book by showing a relation of position? 

What two words are joined in sentence three by the word 
under? 

How does this word join them? 

In sentence four, find the word that joins. 

What does this word join? 

How does it join them? 

9— LL 



128 PARTS OF SPEECH. 

In the following sentences select the words that join by show- 
ing relation: 

1. Amos went with his mother. 

2. The Peruvians used dishes of gold. 

3. Alaska belongs to the United States. 

4. Coffee comes from Brazil. 

5. The ship sailed across the Pacific. 

6. Putnam fought for his country. 

7. A picture is a poem without words. 

SUMMARY. 
Memorize : 

Words that join other words by showing a relation between them 
are called PREPOSITIONS. 



Lesson 24. 

Write sentences, using one of the following prepositions cor- 
rectly in each : 

at of for to over 

by from through up beyond 

off in on with into 

Supply correct prepositions in the following sentences: 

1. Wit is the salt conversation. 

2. yonder pyramids forty centuries look down 

you. 

3. Good deeds ring clear heaven a bell. 

4. You must look people as well as them. 

5. God never made his work man to mend. 

6. Try to be some use others. 

7. Be slow tongue and quick eye. 

8. Nature and wisdom never are strife. 

9. Learning thought is labor lost. 

10. God hides some ideal every human soul. 

.11. Envy looks a microscope. 

12. A good laugh is sunshine a house. 



emotion words. 129 

Lesson 25. 
Emotion Words. 

1. Hurrah! march on to victory ! 

2. Pshaw ! I have studied the wrong lesson ! 

3. Alas ! has our last hope fled ! 

What words in the foregoing sentences express very strong 
feeling ? 

Which word expresses a feeling of joy? 

Which expresses disgust? 

What kind of feeling does the word alas express? 

[Notice the marks after each word expressing strong emotion, 
and also the mark at the end of each sentence.] 

SUMMARY. 
Memorize : 

Words used to express strong emotion are called INTERJECTIONS. 
An interjection is usually followed by an exclamation point. 
A whole sentence, expressing strong emotion, often ends with an 
exclamation point. 

Use each of the following interjections in a sentence express- 
ing the emotion indicated : 

oh (sorrow) halloo (attention) 

indeed (wonder) hush (silence) 

bravo (approval) ha, ha (merriment) 

heigh-ho (weariness) fie (contempt) 



Lesson 26. 

Hardy and His Donkey. 

Hardy lives in the mountains of California near a beau- 
tiful river of clear water. Hardy has a donkey that he 
calls Aures and upon this donkey he rides everywhere over 
the hills. Sometimes Aures is cross and then he does some 
strange things. One day Hardy was riding after the cows 



130 



PARTS OF SPEECH. 



and they came to a mountain that was very steep. Aures 
does not like steep mountains, so when he saw it he stopped, 
stiffened his legs, and stood still. Hardy coaxed him in 
every way, but the stubborn fellow only switched his tail 
as if he were saying "You must climb that hill alone." 
Hardy left him and when he returned Aures was waiting 
for him. Hardy gives Aures a lump of sugar when he has 
been good, but after this naughty prank he received no 
sugar for many days. Aures often puts his feet together 
and humps his back quickly when he thinks Hardy has 
ridden enough, but Hardy rides so well he is seldom thrown. 
Another time Hardy and his two sisters, Agnes and Kate, 
all climbed upon Aures. You may be sure that the crusty 
little donkey felt angry at so heavy a load. He trotted sul- 
lenly down the road to the river and when he reached the 
water he waded in a little way, put his head down quickly 
and let the children all slide into the stream. Agnes, who 
was up first, said that she could see a smile of triumph on 
his face as he started for home. The children, who are 
used to the water, laughed heartily and thought it a fine 
joke. Aures carries loads of wood from the hills, and bags 
of clover to the cows. He and Hardy are great friends and 
are seldom apart. The little boys who live near Hardy 
think him a lucky boy and are always happy when Hardy 
lets them ride. 

Classify all of the parts of speech in the foregoing story, 
according to the following model: 



Nouns. 


Pro- 
nouns. 


Verbs. 


Adjec- 
tives. 


Adverbs. 


Conjunc- 
tions. 


Preposi- 
tions. 

















REVIEW. 131 

Lesson 27. 

Review of Parts of Speech. 
Memorize : 

Words that name are called Nouns. 

Words that stand for nouns are called Pronouns. 

Words that state, ask, or command (assert), are called 
Verbs. 

Words that describe or limit nouns are called Adjectives. 

Words joined to verbs to show how, where, or when, are 
called Adverbs. 

Adverbs are joined also to adjectives and adverbs to 
modify their meaning. 

Words used to join words, sentences, or parts of sentences, 
are called Conjunctions. 

Words that join other words by showing a relation be- 
tween them are called Prepositions. 

Words used to express very strong emotion are called 
Interjections. 

Lesson 28. 

Classify the parts of speech in the sentences below, accord- 
ing to the following 

Model : 

You may win by perseverance, and by very patient industry. 

You stands for a noun, and is therefore a pronoun. May win 
asserts something of you, and is therefore a verb. By connects the 
noun perseverance to the verb may win, by showing relation, and is 
therefore & preposition. Perseverance is a name, and is therefore a 
noun. And connects the phrase by perseverance to the phrase by 
very patient industry, and is therefore a conjunction. By connects 
the noun industry to the verb may win, by showing relation, and is 
therefore a preposition. Very modifies the adjective patient, and is 
therefore an adverb. Patient describes the noun industry, and is 
therefore an adjective. Industry is a name, and is therefore a noun. 

1. William of Xormandy conquered Britain. 



132 PARTS OF SPEECH. 

2. Many people of Dakota lost their lives during a ter- 
rific blizzard. 

3. Silk is produced abundantly in China. 

4. Caesar invaded Britain and returned safely to Rome. 

5. Solon was the wisest man of ancient times. 

6. A soft answer turneth away wrath, but grievous words 
stir up anger. 

7. Hail! Hail! Our chief approaches! 

8. " These are my jewels," said Cornelia, as she pointed 
to her children. 

9. We should aim high, and always keep that aim in 
view. 

10. We should do noble deeds, not dream them. 



Lesson 29. 

Words as Different Parts of Speech. 
The same word may be used as different parts of speech. 

1. Shakespeare wrote many plays. 

2. The boy plays ball. 

3. Titus captured Jerusalem. 

4. The captured Persians were made slaves. 

In sentence one the word plays is a name, and is there- 
fore a noun. In sentence two it asserts, and is therefore a 
verb. In sentence three the word captured asserts, and is 
therefore a verb, but in sentence four it describes the noun 
Persians, and is therefore an adjective. 

In the following sentences classify the italicized words: 

1. The English besieged Orleans. 

2. Their torches light the streets for many blocks. 

3. Let there be light. 

4. Did the besieged city surrender? 

5. The baskets were empty, but they became full. 

6. He knew full well the result of his folly. 

7. The Norwegians live mostly on fish. 



WORDS AS DIFFERENT PARTS OF SPEECH, 133 

8. Please empty these pails. 

9. Were you ever in & fish market? 

10. Always work with a will. 

11. The Indians do little but hunt and fish. 

12. Who is to do the work? 

13. The men went on a long hunt. 

14. I met a little cottage girl. 



Lesson 30. 

Place the parts of speech in the following sentences in col- 
umns, according to the diagram in Lesson 26: 

1. Pins are made of brass wire, which is beaten, hard- 
ened, and cleaned. 

2. Brass is made of copper and zinc. 

3. The best china is made at Worcester, in England. 

4. The patterns upon china teacups are often painted by 
hand. 

5. Well done, thou good and faithful servant. 

6. The doctor pronounced him a well man. 

7. The springs well forth from the mountain side. 

8. Rebekah drew water from the well. 

9. The best cork is obtained from the oldest trees. 

10. The sugar cane is a species of grass. 

11. Cork trees are abundant in Southern Europe. 

12. A lead pencil is composed of two parts — black lead 
and wood. 

13. Black lead is dug from the ground, and is used as a 
polish to polish stoves. 

14. Cork the bottle securely. 

15. The Tower of Babel is now a huge mound of brick. 

16. Queen Zenobia starved herself to death. 

17. The half starved soldiers were easily conquered. 

18. Chairs are often made with cane seats. 

19. An immense brick wall surrounded the city. 

20. McCarty compiled the National Song Book. 



134 ANALYSIS. 

21. Francis Scott Key wrote our national song. 

22. The macadamized road is so called from John Mac 
Adam. 

23. The death warrant of Christ was inscribed upon a 
copper plate. 

24. A man is overboard. Quick ! man the lifeboat. 



Lesson 31. 

Kinds of Sentences. 

Write a statement. 

Write a question. 

Write a command. 
Memorize : 

A sentence that states or declares is a Declarative sen- 
tence. 

A sentence that asks a question is an Interrogative sen- 
tence. 

A sentence that commands is an Imperative sentence. 

When any one of these sentences is used to express very 
strong feeling, it is called an Exclamatory sentence; as, 

The enemy is upon us ! 

What ! Shall I betray my friend ! 

Stand by your guns ! 

Punctuate the following sentences correctly, and write after 
each, in parenthesis, the kind of sentence: 

Example : 

The Tartars invaded China. (Declarative sentence) 

1. The ancient Greeks led the world in civilization 

2. Strike till the last armed foe expires 

3. solitude where is the charm that sages have seen 
in thy face 

4. Longfellow wrote Evangeline 

5. Who is the greatest American poet 



THE PREDICATE. 135 

6. Be noble and do right 

7. A man's best friends are his ten fingers 

8. The steppes of Siberia are covered with beautiful 
flowers 

9. Why was his life a failure 
10. Press on and reach the goal 



Lesson 32. 

The Predicate. 

1. Dewdrops glisten. 

2. Heat expands. 

3. Stars are shining. 

In sentence one, what word says something about the 
noun dewdrops? 

In sentence two, which word asserts something? 

Of what noun does this word assert something? 

In sentence three, find the asserting words and tell of 
what they assert something. 

Assert something of each noun in column one. 

Supply a noun before each asserting word in column two. 

1. 2. 

Gas . penetrates. 

Truth . falls. 

Sunshine . play. 

Rivers . conquers. 

Children . fades. 

SUMMARY. 
Memorize : 

That which asserts something in the sentence is the PREDICATE. 

Select the predicate in each of the following sentences: 

1. The old well is empty. 

2. A huge lion was killed. 

3. Saul slew the Philistines. 



136 ANALYSIS. 

4. The Nile overflows. 

5. Spices grow. 

6. The Siberian exiles suffer. 

7. Cannon may be heard. 

8. Joseph interpreted dreams. 

9. Rogers makes statuary. 



Lesson 33. 
The Subject. 

1. Wolsey fell. 3. Cattle graze. 

2. We must die. 4. Leaves wither. 

In sentence one, of what person does the predicate, fell, 
assert something ? 

Of what is something asserted in sentence two? 

In sentence three, of what does the predicate assert some- 
thing? 

In sentence four, select the thing of which something is 
asserted. 

In sentence one, what part of speech is the word of which 
something is asserted ? 

In sentence two, what part of speech is the word of which 
something is asserted ? 

SUMMARY. 

The name of the person or thing of which something is asserted is 
the SUBJECT. 

Naming and pointing out the use of the different parts of a sentence 
is ANALYSIS. 

In the following sentences draw one line under each predi- 
cate, and two under each subject: 

Model : 

Water evaporates. 

1. Britain was conquered. 4. Orators declaim. 

2. Rain falls. 5. Magpies are chattering. 

3. Time flies. 6. Silence reigns. 



exercises in analysis. 137 

Lesson 34. 

Analyze the following sentences according to the model given 
below: 

Model : 

Was Hannibal defeated ? 

This sentence asks something, and is therefore interrogative. 

Was defeated asks something about Hannibal, and is therefore 
the predicate. 

Hannibal is the name of the person about whom something is 
asked, and is therefore the subject. 

1. Is summer coming? 4. Does rain fall? 

2. Do wrens sing? 5. Did Alexander die ? 

3. Can horses swim? 6. Were Christians persecuted? 



Lesson 35. 

1. Harold, are you writing? 

2. May I go? 

Who is asked the question in sentence one ? 

What word in sentence one stands for the person's name ? 

What word in sentence one calls attention and shows 
who is asked the question ? 

What word in sentence two stands for the name of the 
person speaking? 

Sometimes, in asking questions, the name of the person 
addressed is not used, thus: 

Is this my book ? 

Analyze the following sentences according to the model given 
below: 

Model : 

Harold, are you writing? 

This sentence asks something, and is therefore interrogative. 



138 ANALYSIS. 

Are writing asks the question of the person spoken to, and is 
therefore the predicate. 

You stands for the name of the person of whom the question is 
asked, and is therefore the subject. 

Harold, calls attention and shows which person is asked the 
question, and is therefore independent. 

1. Susan, can you come? 4. Alice, are you ready? 

2. Did you speak ? 5. Do you see ? 

3. May I come, James? 6. Had you gone, Joe? 



Lesson 36. 

The subject of an imperative sentence is always thou or 
you, and is generally not expressed. 

The name of the person addressed, although it at first 
seems to be the subject, is used simply to point out the 
person meant, or to call his attention. 

Analyze the following sentences according to the model given 
below: 

Model : 

Study, Regina. 

This sentence commands, and is therefore imperative. 

Study, asserts something, and is therefore the predicate. 

You, unexpressed, stands for the name of the person addressed, 
and is therefore the subject. 

Regina, simply calls the attention of the person addressed, and 
is therefore independent. 

1. Come, Rover. 3. Look, mother. 

2. Hubert, run. 4. Drink, Pussy. 

5. Alice, write. 

Lesson 37. 

Analyze the following sentences according to the models 
already given: 

1. Flowers are blooming. 3. Leaves fall. 

2. May I go? 4. Can Americans fight? 



COMPOUND PREDICATE AND SUBJECT. 139 

5. Soldiers, flee. 7. Treason should be punished. 

6. Indians hunt. 8. Come, Harold. 

A short way of showing analysis is by means of lines and 
dots. This is called diagraming. Ecli are foretold . 

Eclipses are foretold. 

Crickets \ do chirp. 
Do crickets chirp? I 

Sing, robin. robin 



X I sing . 

The (X) is used to show that the subject is not expressed. 
Diagram the eight sentences which you have analyzed in this 
lesson. 



Lesson 38. 
Compound Predicate and Subject. 

1. Colts run and jump. 

2. Lions and elephants roar. 

3. Books and pictures please and instruct. 

How many predicates in sentence one ? How many sub- 
jects ? 

How many subjects in sentence two? How many predi- 
cates ? 

How many subjects and how many predicates in sen- 
tence three ? 

In the following sentences, tell the number of predicates and 
subjects in each : 

1. Wheat, barley, and oats grow and ripen. 2. Mer- 
chants buy and sell. 3. Snow and ice melt. 4. Shells, 
moss, and pebbles were collected. 5. Children work, play, 
eat, and rest. 

A sentence with two or more predicates joined by a con- 
junction has a Compound Predicate. 

A sentence with two or more subjects joined by a conjunc- 
tion has a Compound Subject. 



140 



ANALYSIS. 



Lesson 39. 

Compound subjects and predicates are diagramed as fol- 
lows: pfl/mp! 



Compound Predicate : 

Caesar came, saw, and 
conquered. 



Compound Subject; 

Rome, Athens, and Car- 
thage fell. 



Caesar 



Rome 



Athens 




conquered. 



fell. 



Carthage 

And, in these sentences, joins the parts of the compound 
subjects and predicates, and is therefore a connective. 
The cross (X) is used to indicate that and is understood. 

First analyze orally, according to model in Lesson 34, then 
diagram the following sentences: 

1. Farmers, miners, and manufacturers work. 2. Flow- 
ers bloom and die. 3. Spring, summer, autumn, and win- 
ter come. 4. Alexander fought and died. 5. Tempests 
and torrents rage. 6. Seasons come and go. 7. Antony 
and Cleopatra came. 8. Do rain and hail fall? 9. Run 
and jump, children. 10. May Charlie and Fred go? 11. 
Does water ripple and murmur? 



Lesson 40. 

Modified Predicate. 



1. Clouds float. 

2. Clouds float slowly. 



3. Ants labor. 

4. Ants labor diligently. 



In sentence one, select the predicate. 
In sentence two, what word has been joined to the predi- 
cate to show how the clouds float? 



MODIFIED PREDICATE. 141 

In sentence three, what is the predicate? 
In sentence four, what word is joined to the predicate to 
modify its meaning by showing how ants labor? 

In the following sentences, select the words that are joined 
to the predicates to modify their meaning: 

1. Glaciers move slowly. 

2. Truth always conquers. 

3. Youth passes rapidly. 

4. Constance came forward. 

5. Light travels rapidly. 

6. Nero reigned cruelly. 

7. Cato was brutally murdered. 

In the following sentences, select the phrases that are joined 
to the predicates to modify their meaning: 

1. Oranges grow near Los Angeles. 

2. Gold is found in California. 

3. Toys come from Germany. 

4. They returned in great haste. 

5. Bruce learned from the spider. 

6. Joy comes with the dawning. 

7. Paul Revere rode through the night. 

In the following select the clauses that are joined to predi- 
cates to modify their meaning: 

1. The Persians fled when they saw the enemy. 

2. Poverty is found where idleness reigns. 

3. When judges disagree, who shall decide? 

4. Daylight faded as the last gun was fired. 

5. Remember me when thou comest into thy kingdom. 

6. The tree grows as the twig is bent. 

SUMMARY. 
Memorize : 

Words, phrases, or clauses joined to predicates to limit their mean- 
ing, are called MODIFIERS of the predicate. 



142 analysis. 

Lesson 41. 

Enlarge the following sentences by modifying each predi- 
cate, first by a word, then by a phrase, and then by a clause: 

Model : 

Leaves fall. 

Leaves fall quietly. Leaves fall in autumn. Leaves fall 

when autumn comes. 

1. The Spanish fought. 6. Darkness came. 

2. A picture was painted. 7. The wind whistled. 

3. Emerson wrote. 8. Men toil. 

4. Hurricanes rage. 9. School opens. 

5. Comets appear. 10. Fruit ripens. 



Lesson 42. 

Modifiers of predicates are diagramed in the following 
ways: 

1. Leaves fall quietly. 

Leaves \ fall 




Diagram the following sentences: 

1. She chatters incessantly. 3. Tigers creep stealthily. 

2. God is everywhere. 4. Bicycles move noiselessly. 

5. Winds blow fiercely. 
2. Leaves fall in autumn. 

Leaves . fall 



autumn. 




Diagram the following sentences: 

1, Cheese is made in Switzerland. 

2. Pompey went to Carthage. 



MODIFIED MODIFIERS. 143 

3. Wheat is shipped from Chicago. 

4. William went from Normandy to England. 

5. Paris is in France. 

6. Ships sail across oceans. 

7. Pomegranates grow on shrubs. 
3, Leaves fall when autumn comes. 

Leaves fall 



autumn \f comes. 

Diagram the following sentences: 

1. Misery abides where indolence reigns. 

2. When winds blew trees fell. 

3. Guns were fired when peace was proclaimed. 

4. While men fight nations must mourn. 

5. Come where flowers are blooming. 

6. He returned as daylight disappeared. 

7. Trout are found where streams ripple. 



Lesson 43. 

Modifiers may themselves be modified. 

Diagram the following sentences according to the model 
given below: 

Snow melts very rapidly. 

Snow . melts 




1. He wrote exceedingly well. 

2. Alfred reigned most successfully. 

3. They laughed very heartily. 

4. Brooks babble merrily along. 

10— LL 



144 ANALYSIS. 

Analyze the following sentences according to the model given 
below: 

Fruit is successfully preserved in cans. 

This is a declarative sentence, of which is preserved is the predi- 
cate, and fruit is the subject. 

The predicate is modified by the adverb successfully and the 
adverbial phrase in cans, 

1. Birds fly swiftly. 

2. Patrick Henry spoke with enthusiasm. 

3. Gertrude shrank timidly back. 

4. Socrates taught in Athens. 

5. Robin Hood passed boldly by the soldiers. 

6. Tea grows abundantly in China. 

7. Stanley traveled through Africa. 

8. He passed mournfully along. 

9. Is Arthur in Rome? 

10. Go quickly to town. 

11. Man works that he may live. 

Diagram the foregoing sentences. 



Lesson 44. 
Qualified Subject. 

1. Forests were burned. 

2. Immense forests were burned. 

3. Those immense forests were burned. 

4. Those immense forests of pine were burned. 

5. Those immense forests that were burned were in Michigan. 

Select the subject in sentence one. 

In sentence two, what word describes the subject? 

In sentence three, which word describes the subject, and 
which one limits it ? 

In sentence four, select the words and the phrase that 
are joined to the subject, and tell what they do. 

In sentence five-, what word is joined to the subject to 
limit its meaning, and what to describe it? 



QUALIFIED SUBJECT. 145 

SUMMARY. 
Memorize : 

Words, phrases, or clauses joined to subjects to limit or describe 
their meaning are said to QUALIFY the subject. 

Select the qualifiers and modifiers in the following sentences, 
and tell to what they belong: 

1. Fine raisins are made near Fresno. 

2. Extensive forests of pine are found in California, 

3. Those pretty wild flowers grew 7 here. 

4. Many beautiful shells are found at Monterey. 

5. The nightingale sings very sweetly. 

6. The brave old warrior came modestly forward. 

7. Days of youth glide swiftly by. 

8. The water sparkles when the sun shines. 

9. The forests that border the Amazon are called selvas. 

10. Beautiful birds inhabit the selvas of South America. 

11. The best india rubber comes from Brazil. 

12. The natives of South America live in huts. 

Analyze the foregoing sentences according to the following 

Model : 

The natives of South America live in huts. 

This is a declarative sentence, of which live is the predicate and 
natives the subject. 

The predicate is modified by the adverbial phrase in huts. 

The subject is qualified by the adjective the and the phrase of 
South America. 



Lesson 45. 

Qualifiers of the subject are diagramed in the following 
ways: 

The temple of Solomon was destroyed. 



temple , was destroyed. 




146 ANALYSIS. 

A man who works will thrive. 

man . will thrive. 



who x , works 



First analyze, then diagram the following sentences, accord- 
ing to the models given: 

1. The little streams tumbled into the lake. 

2. The Persian caravan was overtaken by sand storms. 

3. The women of Russia were becomingly dressed. 

4. A mountain system consists of several mountain 
chains. 

5. Dainty little bunches of flowers were given to me. 

6. The brave general plunged forward. 

7. The army of rats plunged into darkness. 

8. The boy who fell died soon afterward. 

9. The remark that he made was heard by us. 

10. Sugar cane first came from India. 

11. The house on the hill was burned. 

12. The house that was burned stood there. 

Write ten sentences, each containing a modified predicate 
and a qualified subject. 



Lesson 46. 

Modifiers and qualifiers may themselves be modified and 
qualified. 

Example : 

Very beautiful flowers of the Siberian steppes were described by a 
traveler of distinction. 

Here the predicate were described is modified hy the phrase by a 
traveler of distinction. The noun traveler in this phrase is qualified 
by the adjective a and the phrase of distinction. The subject flow- 
ers is qualified by the adjective beautiful, and by the phrase of the 
Siberian steppes, The adjective beautiful is modified by the adverb 



THE OBJECT COMPLEMENT. 



147 



very, and the noun steppes in the phrase is qualified by the adject- 
ives the and Siberian. 



flowers 



were described 




Diagram the following sentences: 

1. A most brilliant sunset lay before us. 

2. All names of the Deity should begin with a capital 
letter. 

3. The subject of a sentence is generally placed before 
the predicate. 

4. Treasures of great value were wrested from the con- 
quered Persians. 

5. The violet blooms very early. 

6. The ancient city of Rome was built on seven hills. 

7. A wail of intense sorrow arose from the whole nation. 

8. Nineveh lies buried in the sand. 

9. The summits of the Alps are covered with perpetual 
snow. 



Lesson 47. 

The Object Complement. 

1. The United States prospered 

2. The United States purchased 

In the sentences above, which predicate is complete, and 
which is not? 

3. The United States purchased Florida. 

4. The United States purchased Louisiana. 

5. The United States purchased Alaska. 



148 ANALYSIS. 

i 

In sentence three, what word completes the predicate by- 
naming what was purchased ? 

In sentence four, by what is the predicate completed? 
How does this word complete the predicate ? 
In sentence five, what does the word Alaska do? 

In the following sentences, select the words that complete the 
predicates by naming the things upon which the actions are 
performed: 

1. Cain killed Abel. 

2. Morse invented telegraphy. 

3. Csesar conquered Britain. 

4. Trees bear fruit. 

5. The soldiers faced the enemy. 

6. Esau sold his birthright. 

SUMMARY. 
Memorize : 

That which fills out, or completes the predicate, is called a COM- 
PLEMENT. 

That which completes the predicate by naming the thing acted 
upon, is called the OBJECT COMPLEMENT. 



Lesson 48. 

Make ten sentences,, using, in each, one of the following words 
as an object complement: 

lessons books 

game brother 

history horse 

steamboat cattle 

tiger farm 

Analyze the following sentences, according to the model 
given below: 

A careless tongue always does much mischief. 

This is a declarative sentence. The predicate is does, the sub- 
ject is tongue, and the object complement is mischief. The predi- 



THE ATTRIBUTE COMPLEMENT. 



149 



cate is modified by the adverb always, the subject is modified by 
the adjectives a and careless, and the object complement is modified 
by the adjective much. 

1. The savage Indians murdered the settlers. 

2. Titus captured Jerusalem. 

3. Did Brutus kill Caesar? 

4. Charles Dickens wrote many books. 

5. Kill that monster! 

6. Who found the lesson? 

7. The United States imports tea from China. 

8. I found some beautiful flowers. 

9. Italian artists have painted many fine pictures. 

10. Always tell the truth. 

11. Whom did Judas betray? 

12. Woodman, spare that tree. 

Diagram the twelve foregoing sentences. 

Model : 

A careless tongue always does much mischief. 

tongne , does i mischief. 






Lesson 49. 
The Attribute Complement. 

1. Napoleon was a general. 3. Napoleon was ambitious. 

2. Napoleon was emperor. 4. Napoleon was a captive. 

5. Napoleon was an exile. 

What word in sentence one completes the predicate, and 
means the same person as the subject? 

A word in the predicate that means the same person or thing as 
the subject is said to identify it, 



150 ANALYSIS. 

% 

What word in sentence two completes the predicate, and 
identifies the subject? 

In sentence three, what word completes the predicate 
and describes the subject? 

By what word is the predicate in sentence four com- 
pleted? 

Does this word identify or describe the subject? 

In sentence five, select the predicate and subject, and tell 
how the predicate is completed. 

Select the complements in the following sentences, and tell 
whether they identify the subject, or whether they describe it. 

1. Cornelia was wise. 5. That picture is a present. 

2. The fawn is timid. 6. Galileo was a philosopher. 

3. Harold was king. 7. That valley is very fertile. 

4. He must be sick. 8. He is my father. 



SUMMARY. 
Memorize : 

That which completes the predicate and identifies or describes 
the subject, is called the ATTRIBUTE COMPLEMENT. 



Lesson BO. 

Complete the predicates in the following sentences by placing 
an attribute complement after each: 

1. President Garfield was . 



2. The faithful old dog became 

3. San Francisco is . 

4. The hunters were . 

5. That little boy is . 

6. The mountains of California are 

7. That boy will surely be . 

8. Water is . 

9. Those men were 



POSITION OF MODIFIERS. 151 

After supplying the complements, analyze the foregoing sen- 
tences; then diagram them according to the following 

Model : 

Solon was a wise man. 



Solon , was \ 



% 



Write ten sentences, each containing an attribute comple- 
ment. 

In the following sentences tell which are object complements 
and which attribute complements, and enlarge the sentence by 
putting in a modifier of each: 

1. The cattle were thirsty. 

2. Alfred became king. 

3. The American Indian is a savage. 

4. Our forefathers were brave. 

5. Captain Nelson was leader. 

6. The hunters killed deer. 

7. The Zulus killed soldiers. 

8. Those vast fields are fertile. 

9. Michael Angelo painted pictures. 
10. Robin Hood was a robber. 



Lesson 51. 

Position of Modifiers. 

All modifiers and qualifiers should be placed where there 
can be no doubt as to the words to which they belong. 

Change the modifiers in the following exercises so that there 
will be no doubt as to the meaning: 

1. Arthur only studied his reading lesson. 

2. The Indians of North America chiefly live by hunting. 



152 ANALYSIS. 

3. Norwegians entirely live upon fish. 

4. The Assembly wholly condemned the measures. 

5. Silk chiefly is imported from China. 

6. We always should do our duty. 

7. The soldiers hardly had enough food. 

8. Hannah merely learned the rudiments of grammar. 

1. The bridge was crossed by a man, a mile long. 

2. The thief stole my mother's ring, that ran away. 

3. That white rabbit belongs to the lady, with pink eyes. 

4. Ned sent me some dragon flies, for which I returned 
thanks, three inches long. 

5. The man rowed the boat, with one eye. 

6. He fired a pistol at his head, which he concealed in 
his pocket. 

7. The fruit was put up in the cans, which we ate. 



Lesson 52. 

Position of Modifiers. 

In each of the following sentences insert the word only so 
that, in each, two meanings will be given: 

1. William may visit his cousin. 

2. Spiders have eight legs. 

3. Swamp land is productive when drained. 

4. Birch trees are good for wood. 

5. The Chinese use beetles for food. 

6. The teeth are adapted to crushing. 

7. The men smoked cigars. 

8. The white bear remains in a snow cave during the 
winter. 

In the following exercise use each of the phrases or clauses 
in column two with the sentence opposite in column one so 
that two meanings will be given. Write your sentences: 



BE VIEW OE SEXTEXCES. 153 

1 2 

1. I see that Henry has irn- j 1. By examination, 
proved in his studies. 

2. The dog rushed upon the \ 2. Now boiling with fury, 
boar. 

3. We discovered the man 
who rescued the prisoner. 

4. The teacher interests the 
class. 

5. The cat can outrun a dog. 

6. Mary is visiting her school- 
mate, Ellen. 

Tell which are phrases and which are clauses in column two. 
Tell which are adjective and which are adverbial. 



3. After a long effort. 

4. That studies the lesson. 

5. When it does its best. 

6. Who lives on Mission Street. 



Lesson 53. 
Review of Sentences.- 

A Declarative sentence is one that states, or declares. 

An Interrogative sentence is one that asks a question. 

An Imperative sentence is one that commands. 

"When any one of these sentences is used to express very 
strong feeling it is called an Exclamatory sentence. 

The Predicate of a sentence is that part of it which 
asserts something. 

The Subject of a sentence is that in it of which something 
is asserted. 

A Compound Predicate consists of two or more predicates 
joined by a conjunction. 

A Compound Subject consists of two or more subjects 
joined by a conjunction. 

A Modified Predicate is a predicate with words, phrases, 
or clauses joined to it to limit its meaning. 

A Qualified Subject is a subject with words, phrases, or 
clauses joined to it to limit or describe its meaning. 

A Complement is that which fills out. or completes, the 
predicate. 



154 



CONSTRUCTING SENTENCES. 



An Object Complement is that which completes the predi- 
cate by naming the thing acted upon. 

An Attribute Complement is that which completes the 
predicate by identifying the subject or by describing it. 



Lesson 54. 

Constructing Sentences. 

Construct and write sentences by adding to each of the given 
subjects a predicate that shall express sound: 

1. Squirrels chatter. 5. Horses . 

2. Brooks . 6. Wolves . 

3. Birds . 7. Hens . 

4. Men . 8. Cattle . 

Construct and write sentences by prefixing to each of the 
following predicates a subject of which the predicate asserts a 
sound: 



1. Roosters crow. 

2. squeak. 



3. 

4. 



sigh, 
roar. 



5. 

6. 

7. 



whine, 
mew. 
bellow, 
buzz. 



Select subjects in column one and combine with appropriate 
predicates in column two: 



1 


2 


1 


2 


Archers 


march. 


Cowards 


dazzle. 


Armies 


float. 


Stars 


tremble 


Navies 


roar. 


Sunbeams 


shine. 


Cannon 


shoot. 


Planets 


twinkle. 



Lesson 55. 
Compound Predicates and Subjects. 
Make a compound predicate of each group of words in 



MODIFIED PREDICATES. 



155 



column two and combine it with an appropriate predicate from 
column one. Write your sentences: 



The ocean waves 



The gay fields 



2 
(invite, 
(please, 
(rise. 
\fall. 



The merry girls 
The beautiful roses 



(bloom, 
(fade. 
( dance, 
(sing. 



Make a compound subject of each of the groups of words in 
column one and combine it with the proper predicate from 
column two. Write your sentences: 



Pain | 
anguish j 
Apples 1 
peaches \ 
plums J 



are called vegetables. 



wring the brow. 



1 
Owls ) 
bats j 

Beets ] 
carrots \ 
cabbages J 



are called fruits. 



fly at night. 



Lesson 56. 

Modified Predicate. 

Construct and write sentences, using each of the following 
predicates, supplying a subject, and adding a word to modify 
the predicate: 

1. The winds blew fiercely. 5. came . 

2. was burned . 6. sang . 

3. drank . 7. passed . 

4. crept . 8. ran . 

Add a phrase to modify the predicate in each of the follow- 
ing sentences except the first, and copy: 

1. Lightnings flash above our 5. The tall trees bend . 

heads. 6. Wild weeds are gather- 

2. The balloon floats . ing . 

3. Most large rivers flow — 

4. No man strives . 



7. Kings dwell . 

8. Bird songs are heard ■ 



156 CONSTRUCTING SENTENCES. 

Add a clause to modify the predicate in each of the follow- 
ing sentences except the first, and copy: 

1. The class rises when the signal is given. 

2. The cradle will rock . 

3. Services begin . 

4. Mary studies . 

5. Our names may be forgotten . 

6. Our deeds will live . 

Combine each modifier in column two appropriately with 
some predicate in column one. Write the sentences; 



l 
We should speak 
The dainty ivy creeps 
Evening stars appear 
Blessings brighten 
Two inches of rain fell 



2 
in the night, 
in the horizon, 
as we think, 
over moldering walls, 
as they take their flight. 



Tell which are phrases and which are clauses in the second 
column. 



Lesson 57. 

Qualified Subject. 

Construct and write sentences, using each of the following 
subjects, and supplying a predicate, either modified or unmod- 
ified, and a word to qualify the subject: 

1. Gay banners are streaming. 5. castles .' 

2. flowers . 6. flocks . 

3. mountains . 7. jewels . 

4. pines . 8. — — music . 

Supply a phrase to qualify the subject in each of the fol- 
lowing sentences except the first, and copy: 

1. A picture of Washington hangs in our school room. 

2. A fire blazed in the grate. 

3. Long teams slowly climb the mountains. 



QUALIFIED SUBJECT— COMPLEMENTS. 157 

4. A desk is heavier than one of cedar. 

5. A bird is worth two unc aught. 

6. The sugar came from the Sandwich Islands. 

7. The coffee has not been ground. 

Supply a clause to qualify the subject in each of the fol- 
lowing sentences except the first, and copy: 

1. The sheep that were sheared have been sold. 

2. Eggs are worth forty cents a dozen. 

3. Clothes should be mended. 

4. The gentleman is much esteemed. 

5. Apples are the best. 

6. Men are respected. 

7. The student will never regret it. 

Combine each qualifier in column two appropriately with 
some subject in column one, and write the sentence: 



l 
Crops are raised in California 
The coffee came from Arabia 
Herring are caught off the coast of 

Newfoundland 
The winds are hot 

Winds blow over the Mississippi valley 
The rivers furnish a vast water power 



2 
that we had for breakfast 
north; of California 
immense ; of wheat 
in great numbers 
warm ; from the Gulf 
short and rapid; that 
drain the Atlantic coast 



Tell which of the qualifiers in column two are words, which 
phrases, and which clauses. 



Lesson 88. 

Complements. 

Using the following predicates, construct and write sen- 
tences, supplying a subject, qualified or unqualified, and 
adding an object complement: 

1. Mary burned her hand. 3. caught . 

2. built . 4. has chosen . 



158 CONSTRUCTING SENTENCES. 

5. bound . 7. should drink - 

6. has bought . 8. has eaten — 



Copy the following sentences and supply in each blank an 
attribute complement identifying the subject: 

1. Grapes become raisins by drying. 

2. The cinnamon tree is a of Ceylon. 

3. Washington is the of the United States. 

4. Alcohol is a . 

5. Drunkenness is a . 



6. The sun is the of the earth. 

7. The sun is the of the solar system. 

Copy the following sentences and supply in each blank an 
attribute complement to describe the subject: 

1. Grapes become sweet only when ripe. 

2. The gems were . 

3. The breath of flowers is . 



4. The acts of the man were . 

5. The noise of the cataract was 

6. The music of the band is . 

7. Death by drowning is . 

Combine each complement in column two appropriately 
with some predicate in column one and copy the result: 



l 

Virtue is 

The morning dawned 

Pins and needles are 

The circumstances must be 

Moral courage is 

Truthfulness is 

The jewels of the queen were 

The children grew 



2 

sharp. 

brown and sunburned. 

its own reward. 

fair and beautiful. 

costly. 

his apology. 

a noble virtue. 

the highest courage. 



Tell which of the attribute complements in column two 
identify and which describe the subject. 



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